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Clark R. - Tutor in Ann Arbor, MI (48104)
Clark R.

4.9 (225 ratings)

449 hours tutoring

Your first lesson is backed by our Good Fit Guarantee
Hourly Rate: $50
Contact Clark
Response time: 4 hours
Clark R.'s Photo

Clark R. - Tutor in Ann Arbor, MI (48104)
Clark R. - Tutor in Ann Arbor, MI (48104)
Clark R.

4.9 (225 ratings)

449 hours tutoring

Your first lesson is backed by our Good Fit Guarantee
4.9 (225 ratings)

449 hours tutoring

Your first lesson is backed by our Good Fit Guarantee

About Clark

Bio

My approach to tutoring is to first determine where weaknesses in understanding exist, then to find ways to strengthen the student in those areas. Learning styles vary among students, so whenever possible, I try to match my tutoring methods to each student's strongest learning style. For example, one student may learn best by rote memorization and repetition drills. Another may thrive with analogies and mnemonics. A third student may need derivations from first principles or real life...

My approach to tutoring is to first determine where weaknesses in understanding exist, then to find ways to strengthen the student in those areas. Learning styles vary among students, so whenever possible, I try to match my tutoring methods to each student's strongest learning style. For example, one student may learn best by rote memorization and repetition drills. Another may thrive with analogies and mnemonics. A third student may need derivations from first principles or real life applications to get past a mental block.

I have BS and MS degrees in chemical engineering, and after graduating from college, I worked in the legal / automotive industry for 13 years. I currently work in the technology department of a public school in Washtenaw County, Michigan. As an independent tutor, I have been helping students since 1986, primarily in English, math and science.

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Education

Rose-Hulman Institute of Technology
Chemical Engineering
Clemson University
Masters

Policies

Schedule

Clark hasn’t set a schedule.

Approved Subjects

Art

Drawing

Drawing

Art was always one of my favorite and most successful subjects in school. During engineering school and my early career, I frequently needed to draw for technical communications and design. To further improve my skills, and as a creative outlet, I took drawing classes through our local recreation and education program in 2009 and 2010. Since 2010, I have substitute taught in Washtenaw County area public schools, including classes in art, digital imaging, CAD and other courses that require drawing skills, such as geometry, pottery and most science courses. My approach to teaching drawing is to begin with teaching the student how to see properly, and then to think about how the elements of design (such as line and texture) could best be used to represent what the student sees. I believe it is usually best to start with many smaller, focused practice projects with self-reflection before investing significant time and effort in a larger project.

Computer

General Computer

Corporate Training

General Computer, Grammar, Statistics

Elementary Education

Reading,

Reading

I began helping other people learn to read in 1986, when the guidance counselor at my high school asked me to do so. Since then, I have worked with a variety of reading and reading comprehension students. I have helped typical elementary students improve their reading after moving to a new school, special needs students with below grade level reading, and cognitively impaired reading students. More recently, I have worked with my own children at home to improve their reading. Two key areas where I focus my reading and reading comprehension tutoring are interesting content and reading level. Both need to be considered to maximize each individual student's learning. Interesting content prompts desire within the student to read and understand the material. But if the material is either too advanced or too simple, the student may become either frustrated or bored. And even material at an appropriate reading level (just hard enough to require the student to figure out about 2% of the words from context clues) may be met with resistance if the subject doesn't interest the student.
Elementary Math, Grammar

English

Reading,

Reading

I began helping other people learn to read in 1986, when the guidance counselor at my high school asked me to do so. Since then, I have worked with a variety of reading and reading comprehension students. I have helped typical elementary students improve their reading after moving to a new school, special needs students with below grade level reading, and cognitively impaired reading students. More recently, I have worked with my own children at home to improve their reading. Two key areas where I focus my reading and reading comprehension tutoring are interesting content and reading level. Both need to be considered to maximize each individual student's learning. Interesting content prompts desire within the student to read and understand the material. But if the material is either too advanced or too simple, the student may become either frustrated or bored. And even material at an appropriate reading level (just hard enough to require the student to figure out about 2% of the words from context clues) may be met with resistance if the subject doesn't interest the student.
Grammar

Homeschool

Reading,

Reading

I began helping other people learn to read in 1986, when the guidance counselor at my high school asked me to do so. Since then, I have worked with a variety of reading and reading comprehension students. I have helped typical elementary students improve their reading after moving to a new school, special needs students with below grade level reading, and cognitively impaired reading students. More recently, I have worked with my own children at home to improve their reading. Two key areas where I focus my reading and reading comprehension tutoring are interesting content and reading level. Both need to be considered to maximize each individual student's learning. Interesting content prompts desire within the student to read and understand the material. But if the material is either too advanced or too simple, the student may become either frustrated or bored. And even material at an appropriate reading level (just hard enough to require the student to figure out about 2% of the words from context clues) may be met with resistance if the subject doesn't interest the student.
Algebra 1, Algebra 2, Calculus, Chemistry, Geometry, Physics, Prealgebra, Precalculus, SAT Math, Statistics

Math

ACT Math,

ACT Math

The ACT math test covers a broad range of topics from arithmetic, discrete math, pre-algebra, algebra, geometry and trigonometry. The supplied choices usually include erroneous answers that could be generated by simple errors. This can give the test taker false confidence in an incorrect answer if they are not very careful. However, since the test is 60 minutes long and there are 60 questions, pacing is necessary. To maximize student scores, both attention to detail and pace must be balanced. My strategy in helping students improve their ACT math performance has three phases. First, I use an interview and an untimed full-length practice exam as a diagnostic to determine with which topics the student struggles most. Second, I use selections of questions from various sources (including other practice exams, textbooks and my own devising) in a series of shorter timed "sprints" with a focus on topics of difficulty for that specific student. Third and finally, I return to a timed full-length practice exam to measure progress. If there is need and time allows, the process can be iterated.
Chemical Engineering,

Chemical Engineering

I hold both BS (Rose-Hulman Institute of Technology, 1992) and MS (Clemson University, 1996) degrees in chemical engineering. During my undergraduate program, I enhanced my learning with additional chemistry courses (descriptive inorganic chemistry, two extra analytical chemistry courses, chemistry seminar and a whole year of research involving maleic anhydride and the ene reaction as a precursor to a motor oil additive), mechanical engineering courses (metallurgy, corrosion) and took graduate level chemical engineering courses as free electives (advanced thermodynamics and two courses in transport phenomena). The summer before my senior year, I did research at the University of Notre Dame regarding gas-liquid concurrent stream mass transfer. During my senior year as an undergraduate, I did further research involving gas phase diffusion and transport phenomena. During graduate school at Clemson, my focus included numerical methods of analysis, statistics of confounded models, and research in the material properties and analysis of viscoelastic materials and polymer composites, especially with respect to physical and chemical aging. My thesis research analyzed the creep compliance and aging kinetics of a carbon fiber reinforced thermoplastic polyimide under high temperature aging conditions and thermal cycling, and was sponsored by an aerospace company considering using that composite as a structural material for future passenger aircraft applications.
Algebra 1, Algebra 2, Calculus, Geometry, Physics, Prealgebra, Precalculus, SAT Math, Statistics

Most Popular

Reading,

Reading

I began helping other people learn to read in 1986, when the guidance counselor at my high school asked me to do so. Since then, I have worked with a variety of reading and reading comprehension students. I have helped typical elementary students improve their reading after moving to a new school, special needs students with below grade level reading, and cognitively impaired reading students. More recently, I have worked with my own children at home to improve their reading. Two key areas where I focus my reading and reading comprehension tutoring are interesting content and reading level. Both need to be considered to maximize each individual student's learning. Interesting content prompts desire within the student to read and understand the material. But if the material is either too advanced or too simple, the student may become either frustrated or bored. And even material at an appropriate reading level (just hard enough to require the student to figure out about 2% of the words from context clues) may be met with resistance if the subject doesn't interest the student.
Algebra 1, Algebra 2, Calculus, Chemistry, Geometry, Physics, Prealgebra, Precalculus, Statistics

Music

Guitar

Guitar

I have been playing guitar since 1992, and have some performance experience. These days, I mostly play sacred music, classic rock and Americana, but I occasionally branch out to play folk, blues, classical, rock and jazz. I am very patient and attentive, and I am willing to work with students of any age and level of experience. Besides just learning, practicing and performing music, other areas where I can help guitar students include selection and purchase of an acoustic or electric guitar and accessories, basic maintenance and set-up, posture and hand positions, rhythm, recording, basic music theory, and things to consider when accompanying vocalists or playing as part of an ensemble. Tutoring sessions typically begin with a dialog about practice since the last session and end with updating any goals.

Science

Chemical Engineering,

Chemical Engineering

I hold both BS (Rose-Hulman Institute of Technology, 1992) and MS (Clemson University, 1996) degrees in chemical engineering. During my undergraduate program, I enhanced my learning with additional chemistry courses (descriptive inorganic chemistry, two extra analytical chemistry courses, chemistry seminar and a whole year of research involving maleic anhydride and the ene reaction as a precursor to a motor oil additive), mechanical engineering courses (metallurgy, corrosion) and took graduate level chemical engineering courses as free electives (advanced thermodynamics and two courses in transport phenomena). The summer before my senior year, I did research at the University of Notre Dame regarding gas-liquid concurrent stream mass transfer. During my senior year as an undergraduate, I did further research involving gas phase diffusion and transport phenomena. During graduate school at Clemson, my focus included numerical methods of analysis, statistics of confounded models, and research in the material properties and analysis of viscoelastic materials and polymer composites, especially with respect to physical and chemical aging. My thesis research analyzed the creep compliance and aging kinetics of a carbon fiber reinforced thermoplastic polyimide under high temperature aging conditions and thermal cycling, and was sponsored by an aerospace company considering using that composite as a structural material for future passenger aircraft applications.
ACT Science, Chemistry, Physics

Summer

Reading,

Reading

I began helping other people learn to read in 1986, when the guidance counselor at my high school asked me to do so. Since then, I have worked with a variety of reading and reading comprehension students. I have helped typical elementary students improve their reading after moving to a new school, special needs students with below grade level reading, and cognitively impaired reading students. More recently, I have worked with my own children at home to improve their reading. Two key areas where I focus my reading and reading comprehension tutoring are interesting content and reading level. Both need to be considered to maximize each individual student's learning. Interesting content prompts desire within the student to read and understand the material. But if the material is either too advanced or too simple, the student may become either frustrated or bored. And even material at an appropriate reading level (just hard enough to require the student to figure out about 2% of the words from context clues) may be met with resistance if the subject doesn't interest the student.
Algebra 1, Algebra 2, Calculus, Chemistry, Geometry, Physics, SAT Math, Statistics

Test Preparation

ACT Math,

ACT Math

The ACT math test covers a broad range of topics from arithmetic, discrete math, pre-algebra, algebra, geometry and trigonometry. The supplied choices usually include erroneous answers that could be generated by simple errors. This can give the test taker false confidence in an incorrect answer if they are not very careful. However, since the test is 60 minutes long and there are 60 questions, pacing is necessary. To maximize student scores, both attention to detail and pace must be balanced. My strategy in helping students improve their ACT math performance has three phases. First, I use an interview and an untimed full-length practice exam as a diagnostic to determine with which topics the student struggles most. Second, I use selections of questions from various sources (including other practice exams, textbooks and my own devising) in a series of shorter timed "sprints" with a focus on topics of difficulty for that specific student. Third and finally, I return to a timed full-length practice exam to measure progress. If there is need and time allows, the process can be iterated.
ACT Science, SAT Math

Ratings and Reviews

Rating

4.9 (225 ratings)
5 star
(209)
4 star
(12)
3 star
(1)
2 star
(2)
1 star
(1)

Reviews

Helpful and good preparation

The session was very helpful and set me up to do well on a test. I have been meeting with Clark once a week and it is beneficial. Reviewing the material with Clark helps me understand where I need to practice and what concepts I know well.

Alicia, 8 lessons with Clark

First session

Started with excel, will move on to other things later. Excellent teacher, patient, learns where the student is, moves on from there. I would recommend Clark.

Max , 2 lessons with Clark

Good advice and direction given for Study skills

Provided a lot of good study skills ideas on first lesson. Was accommodating as far as schedule. Was patience and tried to design a study plan that was geared towards my son's particular way of learning.

Tammy, 1 lesson with Clark

Very Holistic approach towards learning

Clark is our sons' drawing teacher. He is very patient, has a very holistic approach towards learning. He inculcates a sense of creative thinking, and is great with communication ! All his lessons are well prepared, planned and extremely professionally executed. I would recommend Clark as a great teacher in all respect.

Mohana, 7 lessons with Clark

Wonderful tutor!!!!

We are so happy we contacted Clark as a Chemistry tutor for our son. He is AMAZING. He has a Master's Degree in Chemical Engineering and is patient, thorough and a wonderful teacher. My son has told me that Clark is much "smarter" than his own teacher. Clark sits with him, goes over the problems with him and teaches him how to solve the equations for himself - For example "The first thing I did was to derive a set of equations from these two formulas to find any quantity from any other. This was done by solving each formula for ?, then equating them. I left this set of equations with him. When asked to solve this type of problem in the future, all he needs to do is look up on the list of equations to find which formula has the desired quantity by itself in terms of the given quantities." Isn't he amazing? We are so happy with Clark, our tutor, and we know that our son's grades will improve dramatically due to his help. Thank you WyzAnt for having such an outstanding, patient tutor on your staff.

Aimee, 78 lessons with Clark

Very thorough and patient!

Clark has worked with our son for several weeks now and it's been a very rewarding experience. He makes sure that our son not only can sound out and read the words, but that he understands the meaning and brings different and interesting materials to work with each week. Our son likes him and we have been quite pleased!

Caroline, 50 lessons with Clark
Hourly Rate: $50
Response time: 4 hours
Contact Clark