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U.S. Naval Academy
Bachelor of Science degree completed (Other)
I am a Naval Academy alumnus, Aerospace Engineering, 12 years Naval service. I got out of the Navy in 1982, have been tutoring since 1984, and all my students have been successful. The relationship between student and teacher is one of mutual trust and mutual respect. My students enjoy my easy-going approach, the way I focus on inspiring them rather than boring or intimidating them, and my dedication to their success.
I pursue a parallel career of government contracting. My specialties are technical and creative writing and editing, risk management, technical problem solving, and presenting proposals to management audiences. The knowledge and methods I learn as a government contractor I immediately apply to improving and technically expanding my teaching.
I entered first grade at Annapolis Elementary School in 1957 and graduated from one of Pennsylvania's top high schools in 1969. My father was Engineering Department Head at the Naval Academy then later Chancellor and lead professor of the Graduate School of Public and International Affairs at the University of Pittsburgh for 18 years until he retired. He was a naval officer and wrote many technical articles and developed new technologies. He wrote several grad school textbooks in business and management, applying mathematical, models. He taught me that if my student fails, I FAILED. No discussion. He was also forever expanding his knowledge and improving his teaching methods. I consequently do the same. I come from a family of educators and writers; my sister wrote childrens' books including FIREFLIES.. Education was priority one in my family. I enthusiastically pay that forward to all my students. If my student falls short, I take responsibility.
I was the lucky one to get my education when I did. Many of today's students are not so lucky. Many American schools have progressively deteriorated since 1970, which is why you now seek a tutor. Like my father, I am forever seeking a better way to teach my students. My evolved approach is to use special tools and curricula I have developed -- as a teacher and also as an engineer -- to inspire my students to discover just how brilliant they are.
In 2002, when I was tasked in early November with rescuing a 9th grade class whose teacher was fired for ineffectively teaching, I quickly developed THE MATH PACKAGE, based on what I had learned teaching COMPUTER MODULES TECHNOLOGY EDUCATION to 476 eighth graders 1999-2000. That curriculum leveraged group dynamics to drive students to work with their friends and achieve the maximum. In 2013, while teaching via Wyzant a 7th grader, I developed THE MATH CHALLENGE, which shows the kids they are capable of solving most problems entirely mentally. When the student turned 13 his mental math speed surpassed mine. The following year, tasked with rescuing 69 sixth graders from one inept substitute teacher after another, I applied THE MATH CHALLENGE, leveraging their intense obsession with peer group popularity, then sat back open-mouthed as I watched them perform like masters degree students.
Today's students learn quickly and comprehensively when they are taught right, but teachers in many schools hold them back and discourage them -- not intentionally but rather due to lack of teacher training. If you suspect this is the case with your child, coaching and encouragement by the right tutor can quickly ramp your child up to a level of performance that will shock you. And though I focus on math because most tutor requests are for math, I also teach other academic areas -- writing, reading, organizational skills, SAT Prep, the sciences, history, grammar, and literature. I also teach French because I studied it for six years and also went to France as an interpreter.
I offer a positive, enjoyable, exciting learning environment. Most of my tutoring assignments start out with the student being apprehensive Session One, but before the end of that session the student is totally happy and excited about both getting much higher grades, being generally happier with life, and looking forward to each session as exciting, motivational, and leading to a great career. I teach because I enjoy it, and today's amazing students pick up on that within minutes at the first session.
I hope to hear from you. I am a Naval Academy alumnus, Aerospace Engineering, 12 years Naval service. I got out of the Navy in 1982, have been tutoring since 1984, and all my students have been successful. The relationship between student and teacher is one of mutual trust and mutual respect. My students enjoy my easy-going approach, the way I focus on inspiring them
First session $30. After first ten sessions, rate reduces to $40 per hour.
I wish to give a SHOUT OUT to this amazing tutor, Robert!!! He was patient, understanding, and awesome. My son had retaken the ASVAB test this past Tuesday, August 27, 2013, and passed with flying colors. His score was so high, they asked him to do a confirmation test because he more than doubled or tripled his scores. I highly recommend this tutor for anyone preparing for the ASVAB test. I have referred his name to lots of people looking for the same results. I can't say enough about him other than he is an awesome tutor and deserves recognition. Thank you, Robert, for all that you did. I am a very happy mother!
Robert tutored my son in preparation for his upcoming SAT test. He started coming on time but then things went south. He would not show, did not call, and when I would call him after an hour of not showing or calling, he simply forgot or had a rough day, etc. To me this is very irresponsible. This happened on at least 3 occasions during the roughly 6 sessions. To make amends, he offered to come the next day and tutor for free. This was only fair since there is a cancellation policy and if we did not follow it, we would have been charged for the session.
He is very talkative and gets off course. You constantly have to redirect him to the lesson and not that he is there to tell you a story. However, my son seemed to like his tutoring when he did tutor.
Torey's son Torron scored really high on his first practice SAT, which I let him do on his own time via his Kaplan SAT practice book (which had the answers), but then when I started testing then scoring him myself in realtime, the scores suddenly plummeted. So I started in on his skills on all three tests -- Writing/Essay, Reading, and Math. He began doing much better in Reading, then his essays started getting gradually better, and I worked with him extensively on the math test. He started doing better in math, but his mother then ended the sessions and wrote the above feedback. I admit I forgot the session three times; I am suddenly facing a number of personal issues, and I explained this to Torey. Then each time this happened I voluntarily did a free session for her because it was only fair. Torron definitely improved under my tutelage. As for being charged for the session, Torey is mistaken in her feedback letter because she would not have been charged unless I wrote a session report for a lesson I didn't give, which I did not do nor ever would do. I had to listen to one voicemail from her which was quite abusive, but I continued to tutor her son anyway. Torron is definitely better prepared for the SAT, and if he does everything I recommended, including that session before his mother apparently decided to end the sessions, he will perform well enough on the SAT to accomplish his dream -- getting into the University of Maryland College Park. I am hopeful readers of Torey's feedback here will take her remarks in context.
I tutored with Mr. B for two sessions, 1 hour each. He was very funny and very easy to talk to. He tried his best to tutor me as much as possible to his knowledge. I respect that he tried, but he is not the right tutor for me in AP Calculus.
Robert did not follow the lesson plan. Received a 69 grade on the assignment. Robert continued to talk off subject. I am a online student and he continued to complain to the people around us that online college is a waste of time and does not teach its students; it was embarrassing. I went back and did the assignment by myself and received a higher grade.
I tutored this student twice; an hour and a half the first session then two hours the second.
The course was online Algebra. And it really wasn't all that difficult. There were no problems with the online software.
However, as I tried to teach this student, an adult she would frequently interrupt me, throwing off my train of thought. Not to ask questions, but rather to question the validity of what I was telling her.
I got the impression she had her own ideas and wasn't really listening to me. It was like she was learning on her own, her own unique method, and I was just in the way. This went on and on -- both long sessions. I recall that a few times, in frustration, I said things like, "Henrietta, you're not listening -- if you want to learn from me you'll need to listen to me." I never raised my voice, but I regretted having to say such things because this was the first time I have ever had to do this as a tutor.
I tutor because I enjoy it -- students uplift me with their enthusiasm and their excitement when they feel themselves actually learning. None of that upbeat stuff happened during our two difficult sessions. As for my alleged comment regarding online courses, I do recall saying in passing that I don't usually like online because it adds technical problems in addition to the student's frustration with the subject material. But I did not get into a discussion with nearby library patrons as she indicated.
I am however grateful to Wyzant that 100% of my other student sessions have been positive and usually highly inspirational.
Robert tutored my 11 year old for two months. During this time she elevated her standardized test score from below grade level to at/above grade level. This improvement was mainly attributed to him helping her become more confident.
Robert worked with my son. He was very kind and patient. He helped him with math problems. I highly recommend Robert.
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 taught in classrooms and tutored for over 30 years. This includes many ADD and ADHD students. I have also tutored students who are dyslexic and students with anxiety and/or social issues.
For example, I worked one-on-one with one Special Ed student in my 8th grade classroom. Everything is possible if you care. He became my top scoring student even though his classmates were all Advanced Placement. This motivated him to enroll in regular classes, become the most popular student in the school, and get involved in athletics.
The following Autumn I was asked by the parent to tutor one of my former classroom students, medically confirmed to have ADHD. We made great progress; he and I worked on Logarithms and Differential Equations. When he needed a topic for a science project, I let him pick up on Naval Architecture research I had performed several years prior. His research paper/science fair demonstration was so professional the teacher asked to retain it.
As a Home & Hospital Teacher I taught an ADHD student who was probably equal in intelligence to Thomas Jefferson, who also had ADHD; in my quarterly evaluations submitted to his school I said he belonged in the Johns Hopkins program for gifted youth. Had I persisted, he would have been admitted.
The ADD and ADHD students I have taught have been remarkably intelligent; they just need someone to encourage them and go step by step with a very open mind. Students deserve to go as far as they want. Whatever it takes.
I tutored one student who had dyslexia. He needed encouragement from someone working with him along the way. I also tutored and mentored a student who had a "Seratonin release" problem; after several sessions he started making considerable progress.
I'd like the chance to help more of these kids so they don't lose out on opportunities they deserve. If your child has ADD, ADHD, or any of these related issues, I want to help.
I have been teaching, tutoring, and mentoring students for over 30 years. I have tutored and taught in schools in Virginia, Maryland, and D.C. I have also run evening Adult Education programs for working adults.
I have taught more math than anything else. My most frequently taught math subject has been Algebra I. When I teach in schools, I usually initiate a Math after school seminar. I once taught Electronics at a charter school in Northeast D.C. In early November one year an Algebra I teacher was let go for failure to educate his students, so at the school's request I took over half the class to quickly teach them what they had not been taught and to finish the year for them. They had been taught basically nothing, so I started them over from the beginning. I quickly developed a curriculum I called THE MATH PACKAGE. The kids loved it. The basic agendum was, the students would work together as they solved Algebra problems, leveraging their powerful mutual synergy. The other half of the original class then chose to join their classmates and come into my classroom, so I suddenly had 45 students to teach. They enjoyed working together and helping one another learn what their original teacher somehow could not teach them. The lowest grade in my class on my Final exam was 84%.
I especially enjoy teaching Algebra I. My Algebra I students have never failed. And they all enjoy my approach. "KISMIF" - keep it simple, make it FUN. More recently, I developed a math program I call THE MATH CHALLENGE, which leverages students both competing and cooperating with one another to solve problems entirely mentally. Through PACKAGE and CHALLENGE I have, among other things, learned one thing for sure: we have the most mentally powerful students in the world.
I have over 30 years of tutoring experience. I have also taught school full time and been a home/hospital teacher. I do whatever it takes to make every subject stimulating and fun, knowing from experience that is what works both in the classroom and one on one. If it's fun, everyone wants to do it. If not, nobody wants to. I know students.
Algebra II courses today are difficult; much more so than Algebra I. The good news is, the greater the difficulty, the greater the payoff if you don't give up. I once tutored a Gonzaga student -- football player -- for a whole year. We toughed it out; he passed with an A. I have also helped students with online courses and am aware of the unique challenges.
I have taught more math than any other subject. I am confident that I can help any student in Algebra II. I never quit on a student, and no student of mine has ever failed. Thank you for your consideration.
American History has been very important to me my whole life. I am very fortunate to know how my ancestors contributed to the development of our country starting in 1789, when the first of them sailed his ship here to start a new life. I have been an active advocate of Preservation of Historic American sites, and I have both saved from demolition and totally rebuilt three of them.
The same is true regarding American History. I have taught it in schools and tutored it one on one to students who needed help. Our culture is founded on our Past, so is our future. If you understand History, you can understand everything. Without an appreciation of a nation's past accomplishments and preservation of her historic structures, her culture is compromised. Once a student realizes these things, study of History -- indeed study of all things -- becomes more an adventure and less a chore.
I am a Navy veteran and aced the ASVAB myself (it was called the GCT/ARI back then), so I was offered any specialty I wanted. I had a glorious enlistment, and I want to enable high school grads to enjoy military careers as I did.
I have over 30 years of tutoring experience. I also tutor SAT Prep and prepare students for private and specialty school entrance exams. Test prep is test prep. My students have always been successful -- I know how to prepare a test taker. My program typically requires four to six weeks, two one-hour sessions per week, plus the student practicing diligently on their own between sessions. However, I can adapt and have adapted that program per the time available, from one week to six weeks or longer as requested. I like tutoring and I am good at it. I'll get you the military career you seek. And a military career makes good sense for a lot of good reasons, such as enjoying life and not having to worry about getting and keeping jobs your whole career.
I was an Electronics Technician in the Navy for six years, and they provided me with roughly two years of electronics courses, after which I maintained and repaired electronics equipment aboard Navy ships for four years. I studied electronics and electrical engineering at the Naval Academy when I had an Aerospace Engineering major. I taught electronics at two electronics schools. For three years I wrote an electronics monthly magazine for the Navy and received awards for my articles. In 1991 I predicted that within a few years, (1) everyone would carry a portable phone, (2) the PC would be the center of our lives and (3) we would watch High Definition Television. I wrote electronics training articles for my readers. For nine years I studied, troubleshot, and solved electronics and electronics-related problems for NAVSEA. I also performed extensive electronics research and delivered my presentations to NAVSEA audiences for four years. I solved many problems.
I know what it takes to survive an electrical engineering course. No problem. Call me.
I can teach Electrical Engineering. Thank you for your consideration.
I took a lot of math in high school and in college as an Engineering major. I have taught math for 32 years, to students age six through 40.
The elementary years are critical. Kids that age are at their peak learning curve, and by the 8th grade they possess the minds of technicians and engineers. I know this because I once taught Computer Modules Technology Education to the entire class of a middle school. I was SHOCKED by how amazing my students were and what they could achieve. But they can only so achieve IF they have encouragement and re-encouragement from adults cheering them on and advising them to never doubt their abilities and give up when it starts getting difficult, which it does. Elementary kids today are highly underestimated. I KNOW what they can do -- so the critical agendum is showing THEM what they can do, lest they get disappointed by little difficulties along the way or listen to naysayers then give up. It is an important mission for me in my life to keep these young heroes forever confident that there is nothing they cannot do. To me this is not work. It is a great adventure.
Thank you for your consideration.
I have been tutoring for 32 years. I have also been a Home & Hospital Teacher and classroom teacher. I have taught Adult Education in the evenings. I have also taught English/Literature in high schools. I focus on writing. My students have written masterpieces. I have kept all their works.
Today's kids are different from kids in America's past. The world has changed dramatically, and so has technology; it has transformed adolescents, pre-adolescents, and even younger chldren into savvy, streetwise individuals who can think, reason, analyze, and solve problems with skill, analytical ability and judgment that only adults could in the even recent past. These kids, down to and including the Elementary school level, can read, analyze, and understand great literary works and write astonishingly mature essays on them. I have seen elementary school age kids pick up and understand concepts that I never even considered. So if you have a son or daughter or neighbor's child who is having any trouble on English or literary works, I know I can inspire that child to reach into his/her analytical mind and discover that amazing skill.
I have been tutoring GED preparation to students since 1985. I have also taught GED Preparation classes in evening classes for three county school districts. In Maryland and in many other states, a passed GED exam provides the student with a high school diploma, not some "equivalency" certificate. Therefore, all the rights and privileges -- and JOBS -- afforded to high school graduates are also afforded to those who pas the GED test.
I have also for the same time period taught SAT, ASVAB, and school entrance exam preparation, and in 32 years not one of my students has failed to pass the subject exam.
I have been teaching and tutoring in all middle and high school math courses, including Geometry, for 32 years. None of my classroom students have ever failed any of my courses, and none of my tutoring students have failed to thoroughly achieve their objectives.
For my initial Geometry session I typically explain that the word "geometry" consists of two parts: "geo," a translation for the word "earth," and "metry," which means "measure of." From this encouraging start, I enable the student to analytically understand mathematics, NEVER relying on memorized processes and formulas. My teaching philosophy absolutely mandates analytical understanding of every step the student takes to achieve the correct answer.
I realize Geometry can be a difficult set of concepts for students to absorb, which is why this depth of understanding is utterly critical; memorization is NOT learning, and it never lasts because memorized facts and methods are eventualoly forgotten.. Thereafter I explain the elements of geometry with the help of the three-dimensional earth, with which everyone is familiar. I go from there. It works.
Geometry is the least liked math course. I aced Geometry in high school because of the way I approached it. I can teach your child (or you) how to do likewise -- it is not nearly as hard as everyone thinks. My family was highly academic; my father was a university graduate school department head and professor. He taught me that if the student fails, the teacher failed. None of my students have ever failed. My father taught me well. I will not fail you.
I have been teaching and tutoring for 29 years. The subject I have been called upon the most to teach has been math. Prealgebra and algebra have been the most frequently requested subjects over my career. Prealgebra has been a frequent request because parents know that it is the gauntlet to high school that must be passed through successfully.
In addition, I have taught Math Clinic I and Math Clinic II for adult education; prealgebra was part of both curricula (I wrote both curricula).
Also, when I was teaching Computer Modules Technology Education to the 8th grade class of a middle school, I ran an after-school Prealgebra tutoring seminar in my classroom.
During the following summer, at my students' request, I tutored many of my 476 Tech Ed students in Prealgebra/Algebra. I was busy Monday through Friday, 8 AM to 5 PM, June through August. Each student had signed a list I provided during the last day of class in June. I used that experience to develop what I now call "The Math Package" -- a special curriculum for math students grade 6 through 12. I can teach math to anyone, any age.
Thank you for your consideration.
I have 32 years of tutoring experience, and Reading has been a key request all of those years. Many, many people -- children and adults alike -- have reading issues and give entertaining excuses NOT to have to read then discuss a passage. Suddenly everyone needs a drink of water, to go to the bathroom, or to go see another teacher. Were I to grant all the sudden requests, I'd suddenly be alone in the classroom.
I have seen many teachers deal with this problem by having no idea how to solve it, therefore ignoring it or denying it exists. Too often I have told students to "read this then answer these questions on the reading" then discover the high percentage of students who simply WON'T. When I substitute teach, this usually varies from 50% to 90% of the students.
The worst classroom behavior problems are created when students are told to read something. They'll do ANYTHING to avoid this terribly feared humiliation. An entertaining sitcom could be created based on a class of students being told to read something; the excuses given NOT TO READ would be real knee-slappers. Plenty of folks would rather face a loaded gun than a passage to read then discuss.
Reading is the subject that brings out humanity's worst cases of DENIAL. From LONG college reading assignments to a case as infantile as reading a menu when the office does lunch at a restaurant. Pathology is pathology. Check this out next time you and your co-workers do lunch. Also, instructing a class of students to "read this passage now, then we will talk about it" yields humorous outcomes; students socializing instead of reading, students pretending to read, and students absorbing little to none of the material then attempting a Harry Potter invisibility act when the threat of being called upon suddenly lurks.
I was not a reader in high school -- somewhere during high school I had developed the same problem. Which of course is why I know how widespread it is -- I HAD IT TOO. I did everything I could to avoid reading. I had what a lot of folks have -- fear of not understanding and a belief that complex reading was simply BEYOND ME.
What eventually saved me? Reading stuff I HAD to read, such as a procedure in the Shop Manual when my car wouldn't run. Exorcizing my psychological "readaphobia" expanded out from there. Becoming a professional writer is what REALLY cured me.
And since I had this problem myself, I can pick up on it immediately in a student -- they say it takes a substance abuser to cure a substance abuser. The antidote is uncomplicated -- exorcise the fear GRADUALLY until it is no longer there at all. I have had to do this MANY times as a tutor, so of course I have become rather talented at it. And I carry this bag of tricks with me everywhere I teach because a degree of readaphobia almost always lurks, hard as most people try to hide it. And I have learned how to let the student keep his honor as I cure him. Humiliation is not at all necessary.
Reading skills are probably the most elusive of all. Students without coaching typically lack the skills to quickly and completely go through a passage -- especially a long one -- and answer the questions correctly.
Since I have been teaching SAT Prep so many years, I understand things the tutoring franchises and tutoring shoppes don't. Most colleges and universities in this country use the SAT for picking their new students. The College Board has been writing and administering the SAT since the beginning. They update the SAT for each test, and they administer several every year.
They are obliged by their customers -- the colleges and universities -- to ensure admission-worthy scores are achieved by students who will probably not flunk out or quit. When students leave college early like that, the college's rating drops. Also, since America's population has been multiplying lately, the College Board also has to further reduce the number of students with good scores by raising the bar.
Until 2013, nearly 100% of my SAT Prep students got into their top choice colleges. Then this year, three of my students got scores up to 2360 on TIMED practice tests then scored the following on their real SATs (March 9 and May 4 tests): 1410, 1420, and 1520. I figured out the College Board's method in time to save my three June 1 SAT students, who consequently got great scores.
The national tutoring franchises don't have a clue about these College board methods. The high school volunteer SAT practice class teachers don't either. I know this -- I have attended many SAT seminars and nobody has a clue. I do. The College Board has to do what they are doing -- I do not begrudge them. But you don't need your son or daughter to become a victim -- as you pay for each SAT attempt.
I get students into college. If your son or daughter has the basic aptitude and DESIRE to attend college, I will ensure he/she gets that opportunity.
As a professional writer for the past 30 years, I have helped my clients significantly improve their writing test scores. There is a writer lurking in most students, and I know how to bring it out. I have been tutoring for 29 years, and most of my SAT students have gone on to their favorite colleges.
Ever since I was a child, I have been fascinated by History. I got deeply involved in historic preservation early in life, I have saved some important historic buildings, and I have also taught World and U.S. History.
Most important national/international affairs taking place now have happened in the past -- probably multiple times. For example, if we examine the reasons the Roman Empire fell, we will get a chilling hint of where America is currently headed. It is said, "he/she who does not learn history is doomed to repeat it.
I have taught many students -- in the classroom and individually -- what happened in history and how it brought us to where we are today. I feel good knowing how much historical knowledge I have imbued into so many young minds. I like to think I may be instrumental in preventing the American nation from repeating mistakes of the past -- including those of the Romans.
I therefore consider it my obligation to do my very best to teach history to America's youth. I also happen to enjoy doing so immensely -- and students find my history teaching to be fascinating and imaginative. I hope for the opportunity to teach your child.
My name is Robert, tutor. I have 28 years of comprehensive tutoring, home teaching, and classroom teaching experience. I also have an equal number of years of professional writing/editing experience (I have two parallel careers -- teaching and government contracting.)
For four years I wrote and edited NASA technical manuals. For three years I was the editor and principal writer of a Navy monthly technical journal. I have been a proposal writer since 1993. I have written scores of successful white papers, and I am often solicited both professionally and informally to write/edit/review written material. Some people like me and others sometimes don't, but they all unanimously agree that I have a writing gift. The powerful play goes on, and I contribute my verse.
I discovered my joy of writing freshman in college; I received an A in English the first semester. Since then writing has been my pleasure. I view writing as a sculptor or artist his/her masterpiece. I have had considerable success as a writing teacher and tutor. When a student says he/she is "not a writer," I rather quickly persuade him/her that he/she is quite mistaken. Anyone who has something to say is a potential writer.