University of Minnesota
My tutoring experience begins in high school, when I helped my classmates prepare for Math and Chemistry tests. Later in high school, I coached my classmates for SAT and ACT tests. In college, I formed study groups, where I tutored my classmates in Math, Physics, and Chemistry.
My tutoring methods largely depend on the type of problems that a student encounters and on the student's level.
For example, a student may have trouble solving Math or Physics problems. I let him solve the problem on his own under my watch. I let him explain to me how he solves the problem step by step. After his explanation of all steps of the problem, I explain if there were mistakes and at what step those mistakes took place. If I see that the student cannot solve the math problem correctly, because he does not know enough theory, then I give a small lecture on the theoretical background needed to solve the problem. After that, the student and I solve the problem together step by step. Then I assign the student several similar problems.
However, most of all, the tutoring methods vary depending on the individuality of the student.
In tutoring students, my first objective is to deal with all the problems the student is having. Then, it is my goal to make sure that the student perfectly understands the area of knowledge in which the problems arose. My goal is to completely eliminate voids in the student's knowledge.
However, my main objective when tutoring students is to get them interested in the subject. When tutoring math, my foremost goal is to immerse the student into the world of math and to arouse great interest in math. It is my goal to get the student into math so much that it becomes a pleasurable task for them to work trough math problems.
I have a bachelor degree in Chemistry and I am currently working on a Math degree. My experience started with research in quantitative modeling in biochemistry and study of acidity reactions of strained organic molecules. During my research experience, I had learned to use MATLAB, Mathematica, HYSYS, and Gaussian. My current studies are in applied math and numerical methods. My experience in chemistry and mathematical modeling will enable me to tutor students at higher level. Also, my experience had given me indispensable skills that will help me teach. My tutoring experience begins in high school, when I helped my classmates prepare for Math and Chemistry tests. Later in high school, I coached my classmates for SAT and … Read more
I would recommend Boris. He was able to just pick up on the material where our son was at and work with him.
Daughter was happy with how Boris explained and reviewed her AP Calculus BC information. We will definitely be using Boris again. Thanks.
Boris is very passionate about physics. I can see and feel when I listen to his tutor sessions with my son. Boris makes difficult physics into an easy to understand subject for my son. Boris tries to incorporate real life examples about how physics works. I think that really helps my son understand. He's very patient with my son. He doesn't mind my son asking questions. My son asks many questions until he understands the concepts. Boris writes neat and organized notes for my son so he can review them later. Also Boris gives a short physics assignments to my son and reviews the answers the following session. Boris is an excellent physics tutor. I recommend him to every student who is having a difficult time with physics.
Boris is a very patient and devoted teacher. He influences my son with his hard working manner and passion for a excellent results. Last year he tutored my son and we keep working again this year.
Boris is an expert in multiple subjects. We are really thankful for his help.
Boris has tutored both my children, and both did well on their ACTs, but the most important thing to me is that they stopped dreading math and feeling anxious about it, and started enjoying it. One hour with Boris is better than a week in a classroom.
Boris was a great tutor. He made math easier for me, he broke down and made me memorize most of the stuff.
Great experience with Boris, from the first day he knew how to explain the material clearly and provided lots of details and examples to further clarify concepts. Definitely recommended!
I've really been enjoying my lessons with Boris. He's patient, thorough, and enthusiastic. More often than not we lose track of time during our lessons and he winds up staying later than I'd planned. I highly recommend him.
Boris is tutoring my son in AP Chemistry and we couldn't be more pleased. Boris spoke to my son and husband before the first lesson, outlining his approach and plan. From the first meeting it was apparent that Boris' knowledge of AP Chemistry is vast and he has proven to be the type of tutor we had hoped to find. My son appreciates his manner of teaching and says Boris has really helped him. A plus is Boris can also tutor my son in AP Calc and AP Physics and we anticipate the same positive results.
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 completed a Math minor at the University of Minnesota and I have a strong background in calculus. Also, I tutored calculus to many high school and college students. I taught introductory calculus topics, such as limits, differentiation, integration, and their applications. Also, I taught vectors and matrices, multi-variable calculus, differential equations, and sequences and series. When I teach math at this level, I try very hard to make sure that the students understand the theoretical background. Being comfortable with the theory is essential to successfully solving problems and applying knowledge. I work with numerous problems with students and I work hard to make the students able to solve problems on their own. It is essential to me to make sure that the students develop their own thinking skills when they study calculus.
I completed a Chemistry major in college and I tutored chemistry to high school and college students. The topics that I taught included atomic structure, bonding, reactions, acid and bases, organic chemistry, and biochemistry. Understanding theory at the atomic level or molecular level is very often necessary for students to do well in chemistry. Whenever I work with chemistry students, I try to get them to develop spatial thinking skills. Being able to visualize chemical reactions and electron exchange in these reactions is helpful for the students to comprehend theory. Also, I try to get students to develop logical thinking skills, because this kind of thinking is helpful in identifying reaction mechanisms.
I used applications of Physics in most of the scientific and engineering courses that I took as a student at the University of Minnesota. Also, I tutored introductory physics topics, such as classical mechanics, fluids, thermodynamics, electricity, and magnetism. Each of these topics requires very similar thinking to the topics used in math. Thus, I often help physics students to develop their mathematical thinking when they approach physics problems. Whenever I teach calculus based physics, I try to focus on improving the students’ understanding of calculus. Also, I work very hard to make sure that the students are able to work with units and vectors in solving physics problems.
Precalculus combines topics in algebra, geometry, and trigonometry to set the stage for students to go on to learning calculus. There are many math skills that I try to improve when I tutor precalculus. First, I make sure that the students are able to derive and manipulate algebraic formulas. Techniques such as factoring, raising an expression to a power, combining like terms, eliminating the radical from the denominator, working with exponents, radicals, and logarithms are all used in precalculus. Also, I help the students become proficient in graphing functions and in finding the minimum, the maximum, and the zeros of the functions. Whenever I help students with trigonometric identities, I ensure that the students do not memorize the identities, but instead use logical skills to understand them.