$50/hour

4.7
average from
104
ratings

“**Amazing tutor**”

* A successul track record working with both college level and middle and high school students in math, physics and SAT/ACT prep. Focused on three questions: What the student knows? what the student does NOT know? and why? then using the answers to create a tutoring approach to match the student’s needs.

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SUMMARY

*I bill for first 60 minutes regardless of time spent. In between, student can contact me via phone, email or my unique “Virtual Tutoring" system--- at no extra charge.*

Background Check:
Passed

In-person lessons

First time ever using a physics tutor. He is very good in understanding what you need help with and not just giving out answers. I would definitely have another lesson.

Solid foundations- great and dedicated teacher, very approachable, and has solid background. Was a great help with the new SATs.

Professor Slik has really helped my daughter improve. She obtained an 80 on honors physics midterm. She is benefitting from tutoring with you. Thank you.

This was our 1st lesson and he was a God sent. He is perfect, all you need for an impatient teenager! He goes in depth in a topic and explains the steps. Patient, excellent, caring, he is brilliant. My daughter was very happy and will learn a lot from him!!

This man knows his stuff and knows how to teach. We will be back. He had great study and test tips.

Math:

ACT Math,
Science:

Physics
Approved subjects are in **bold**.

In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.

I have tutored a number of students in math for both the SAT and ACT. What makes these tests more difficult is not the individual question but the breadth of math topics that are covered. For some students they haven't done geometry or algebra for two years -- and the skills they honed then are now dull.

There are tricks and tips that are proclaimed of how to beat the SAT/ACT -- they don't work

in lieu of good old fashion practice, practice and more practice over a protracted period time prior to the test.

Consider you decide to run this year’s Boston Marathon— to just complete it, you would have needed to start conditioning two years ago building up your stamina a little bit at a time.

Thus, preparing for the ACT is developing a conditioning plan that is tailored to the individual student's current mastery (and conversely non-mastery) --along with some simple test taking strategies.

I taught Remedial Math at the college level for 9 years. And I tutored high school students in all levels of math. My approach uses a combination of computer-based and paper-based methods to focus on three questions: What does the student know? What they don't? and How to build on the first to strengthen the second?

Over the past nine years I have both taught and tutored high school-level and college-level students in all levels of Algebra. This includes Precalculus that is Algebra plus Trigonometry. I focus on three questions:

What does the student know? What they don't? and How to build on the first to strengthen the second?

I have a Master’s Degree from MIT with 40 years of high-tech experience as a practicing electrical engineering; and have taught/tutored Differential Equations at the college level.

I have 40 years of practical experience applying the principles of physics coupled with eight years of tutoring both high-schoolers and college-level students in physics. My approach uses a combination of computer-based and paper-based methods to focus on three questions:What does the student know? What they don't? and How to build on the first to strengthen the second?

Have taught PreCalculus at the college level and tutored both college-level and high school-level students.

Having taught Calc 1, 2 and 3 I believe I have a solid understanding of what a student needs in PreCalc in order to succeed at the calculus level.

Over the past nine years I have help prepare number high school student to take the SAT. This includes both Mathematics and Physics.

I view the SAT as having two components. The instructions and the actual problem

By practicing and more practicing, the student will not have to spend much time reading and understanding the instructions.

The student needs to get comfortable with "skipping" and "guessing". Skipping a problem and then hopefully, time permitting, come back to it --thus lowering test anxiety. Guessing, get the possible answer down to two and then guess.

Both techniques do not come naturally to the student. With a discipline approach to these, the student and I can address "How To Solve" as specific problem.

My approach uses a combination of computer-based and paper-based methods to focus on three questions:What does the student know? What they don't? and How to build on the first to strengthen the second?

Over the past nine years I have both taught and tutored high school-level and college-level students in all levels of mathematics including stand-alone Trignometry and Precalculus (which is a combination of both Algebra and Trig).

In general, the students are overwhelmed by the number of equations and relationships they appear to have to memorize. Not so, there are a basic set that must be committed to memory; and after that, it is constructing more complicated ones based on this fundamental principles.

For example Pythagorean theorem and SINE , COSINE and TANGENT (the other three are simply inverses) or given a complex expression, reduce it down to SIN and COS.

My approach is to inculcate a process that shows what has to memorized and then how to solve, what appears to be, a very complex problems.

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MIT grad - PreAlgebra thru Calculus - SAT/ACT Prep - Physics