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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 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 29 years of tutoring experience. Test Prep is Test Prep. I also tutor SAT Prep and prepare students for private and specialty school entrance exams. My students have always been successful -- I know how to prepare a test taker. My program typically requires four weeks, two one-hour sessions per week plus students 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 will not let you down.
For starters, my brother was severely Autistic. I learned a great deal growing up with him. Since 1980, America's attitude and response toward Autism has advanced leaps and bounds. Autistic people are NOT retarded -- they are GIFTED in their own way and deserve all the help that is now available. I have learned how to get that help. My brother had a great deal of help his last 20 years of life. Everywhere he went, he had a state-funded entourage accompanying him and providing all his needs -- he was treated as a Czar. I now know how to get the same for your Autistic child, relative, or friend.
Thank you for your consideration.
I taught Microelectronic Devices at RETS Electronics School (1988) and Basic Electronics & Transistor Theory at TESST Electronics School. I completed an Electrical Engineering course at the Naval Academy (1971) when I had an Aerospace Engineering major, and was an Electronics Technician in the Navy for six years, where I took over a year of electronics courses. For three years I wrote an electronics monthly magazine for the Navy. 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 training articles for my readers in two article series, GETTING TO KNOW YOUR TEST EQUIPMENT and THE DIGITAL REVOLUTION. Hewlett Packard would bring their new products to my office so I could write articles on how to operate them. They loved the advertising I provided them.
I can teach Electrical Engineering. Thank you for your consideration.
My decision to start teaching long ago was based on what I learned watching relatives raise their pre-school and pre-adolescent children. I learned that early formative years are critical in developing learning patterns and regimens.
Later on, when I worked in an after-hours program at a private school, I mentored elementary students in starting a school newspaper and building radios from kits. The 4th and 5th graders took to me at least as well as the adolescents in middle and high schools. My first elementary age student was my nephew, starting when he was six. He is now a celebrity inventor, and he is providing solutions to America's energy problems. I'll provide his name if you want to check him out. I inspired him over a six-year period, as I can inspire your child.
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 29 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 taught Computer Modules Technology Education to the entire class of a middle school. My students were indeed technicians, engineers, and inventors. Kids today are highly underestimated. So are elementary school kids. I KNOW what they are capable. I would appreciate the opportunity to help your child demonstrate his/her vast potential. To me this is not work. It is a great adventure.
Thank you for your consideration.
I have been tutoring for 29 years. I have also been a Home & Hospital Teacher and classroom teacher. I have taught Adult Education to adults 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.
Thank you for your consideration.
I have been teaching and tutoring in all middle and high school math courses, including Geometry, for 29 years. None of my classroom students have ever failed my course, 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." 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.
Thank you for your consideration.
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 29 years of tutoring experience, and Reading has been a key request all of those years. There are huge numbers of people with reading issues.
Scores of people freak out when they suddenly have to read and comprehend. From college textbooks to reading a menu when the office does lunch at a restaurant. Check this out next time you and your co-workers do lunch.
I was not a reader in high school -- somewhere between middle school and high school I had developed the same problem. 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 would be difficult and unpleasant.
I got over this phobia by simply having to do a lot of reading in college then as an adult. I discovered I LIKED IT! I also once had NO desire to be a teacher -- I figured all teachers were nerds. Now reading and teaching are both my relaxation and my joy. And no, I didn't become a nerd. I'm just as cool as before. And when I go into a book store, I usually don't leave until they tap me on the shoulder at closing.
I can empathize with folks who struggle with reading as I did. I don't want to judge you -- I want to help you experience the joy I did when reading became my pleasure and inspiration. I will also open up a whole new world as you transition from non-reader to avid reader. So when the book store employee shows you the door at closing, you will know you have magical world of reading. And also you'll become better at everything you do. Because readers understand things better than anyone else.
Thank you for your consideration.
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.