The University of Southern Maine
The University of Southern Maine (Other)
University of New England, Portland, ME. (0)
My name is Robert L. I have been in the field of education for over 10 years. I first started out as a substitute teacher in York County. My first full time job was as a seventh grade teacher at Sanford Junior High School. After my first child was born, I decided to work nights at Sanford Community Adult Education and also part time in the field of special education for Sanford Schools. A couple years later I took a position as an adjunct instructor with Southern Maine Community College. I also now teach at York County Community College. I love working with both kids and adults. The main way I try to help students succeed is by working neatly and checking all the work by using opposite operations for basic math and substitution for equations. I try to make sure students know that if they can verify that an answer is correct they can build confidence. I hope to help you out in the same way. Thank You! Hello:
My name is Robert L. I have been in the field of education for over 10 years. I first started out as a substitute teacher in York County. My first full time job was as a seventh grade teacher at Sanford Junior High School. After my first child was born, I decided to work nights at Sanford Community Adult Education and also part
For students more than 5 miles from my home, I work/charge a minimum of 1.5 hours every time we meet.
Lessons were going well, Bob was admittedly a little rusty on some topics, but he persevered. Then, the day before a BIG test, Bob decided he no longer wanted to tutor my son. The material was difficult for him to teach, so he just quit. I called him twice, texted him twice, emailed him once. He never responded to any of those messages. Days later I contacted him to return my son's textbook. He never answered, left the book on the porch when no one was home... no note, no apology, nothing. Never heard from him again, just left my son high and dry. Thank goodness I was able to find another tutor on my own.
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.
The ACT covers algebra, geometry, and trigonometry. I have been teaching algebra for over 10 years. I have extensive experience with geometry, but it has mostly been with tutoring rather than in the classroom. I taught trigonometry when I worked at SMCC for ten years.
Once a strong foundation in Prealgebra is achieved, a student is ready to tackle the challenges of the algebraic language. The main concepts that a student must work hard on for success in Algebra I are expressions, solving and checking all forms of equations, learning all aspects of the Cartesian Coordinate System, and rules of exponents. A strong emphasis is put upon checking your work, working neatly and organized, achieving mental math skills, and other study skills and aspects of becoming a well rounded student. We try to put all this together along with a strong algebraic vocabulary that enables a student to have continued success in Algebra II.
Proficiency in Algebra I requires a student to be able to simplify basic expressions, solve basic equations, graph basic linear equations, and factor basic polynomials.
In Algebra II, a student should be able to solve all first and second order equations, graph second order equations, perform operations with logs of all bases, and solve word problems involving these concepts.
The student understands the importance of working neat, justifying their results, and explaining their process.
They also understand the need to prioritize their assignments, remain patient when dealing with a difficult problem, and seek help right away if they get stuck.
I feel I am qualified to tutor Elementary K - 6 because I worked as an Educational Technician III in all of those grade levels. I also worked in the field of special education helping students who struggled in all subjects. I was responsible for classrooms of up to 15 students on my own. My duties included both group and individualized instruction. I worked with students with both mild and severe disabilities ranging from A.D.D. to Autism. Specifically, I assisted with spelling tests, reading comprehension, writing, mathematics, geography, and basic science. It was an intensely rewarding job and I am looking forward to helping out youngsters again.
I think in mathematics nothing is more important when starting out then building a strong foundation. I would like to help students at this level build strong skills with the basics to prepare them for success in higher level mathematics courses.
I believe to have success with geometry it is important to have a firm base in algebra. Also, the student must be able to use deductive reasoning to work their way through proofs. There a many theorems to learn and a lot of new vocabulary. Being able to visualize diagrams as well as sketching your own to help solve a problem is a vital set of skills. There are new notations that the student must get used to. The work and exercises can be quite abstract at times. As the student moves through the chosen curriculum, it is important, as with algebra, that the student do well in all early material as the concepts build and the load of new knowledge continues to grow. The close relationship between algebra and geometry becomes clearer as the student works their way through longer and more intense problems.
I believe a student must work hard on his times tables in order to prepare for success in Prealgebra. In Prealgebra, a student must first work hard to develop a strong foundation with the four basic operations. Once this is done, the main concepts that need to be worked on to prepare for success in Algebra I are fractions, decimals, percents, ratios and proportions, and signed numbers. Finally, a student is definitely ready for Algebra I after he has worked hard on understanding how to simplify and evaluate algebraic expressions. I have many methods that can help a student to become really strong in these areas and help to prepare themselves for continued success in higher mathematics.
When I work with math students of any level, a part of the goal is to obviously help prepare them for future math courses. At the end of Algebra II, if a student has done well, they may be ready to start studying Pre-calculus, which in turn can help them in a wide range of subject areas including Calculus, Physical Science, Engineering, etc. Many of the concepts in Algebra II, like rational and radical expressions and equations, systems of equations, quadratics, and functions, lend directly to the concepts in Pre-calculus. An introduction to right-angle Trigonometry is also helpful when entering a Pre-calculus course.
I studied mathematics in college for 14 years. I have been teaching math for 11 years. I have been very committed to teaching students the correct way to do mathematics. As such, I feel I can help other students do very well on math tests.