I believe that a good tutor is half teacher, half coach. The teaching half is what most people expect from a tutor. My teaching style is problem-based: I usually come to a lesson armed with a ream of practice problems (or, for students enrolled in a course, ask them to come with problems that are giving them trouble.) The way you learn math is by doing math, so from the first few problems I ask my students to try to solve on their own. After a lesson or two, I can usually predict what's going...
I believe that a good tutor is half teacher, half coach. The teaching half is what most people expect from a tutor. My teaching style is problem-based: I usually come to a lesson armed with a ream of practice problems (or, for students enrolled in a course, ask them to come with problems that are giving them trouble.) The way you learn math is by doing math, so from the first few problems I ask my students to try to solve on their own. After a lesson or two, I can usually predict what's going to give them trouble, and so I tailor my corrections, advice, and explanations to my students so that they can learn as seamlessly as possible.
I do not lecture. I find it far more efficient to offer quick explanations bolstered with a lot of practice than to introduce a lot of new content at once and expect my students to be able to replicate everything I do. When longer explanations and more background are required, I will happily identify and direct you to free resources. Then, I can provide supplemental explanation targeting only what you still don't understand. This, obviously, is a huge time and money saver for you, since it leverages free content available online for you to use when we are not meeting.
The coach aspect is a little surprising to some people. One of my greatest questions before becoming a tutor was: why would someone hire someone to teach them math, when there are so many free resources available? The answer, as it turns out, is that what many people need is not just math content, but a math coach. Good coaches know how to design practices and workouts to strengthen the skills that their players need on the field in order to win. They also know how to provide encouraging yet honest feedback that will help their players grow. For math, most students can benefit from someone more experienced to identify weaknesses in their math abilities, to create a game plan to address those weaknesses and reach their goals, and to hold them to the plan (and adjust it as needed!).
While I welcome students of all ages, I find that most of my students are in high school or higher. They tend to be self-motivated, which is why my identification of free resources is so attractive to them. Their math background ranges from those who have always found math to be daunting and mysterious, to those who have a "knack" for math. I love working with students at any level, and I firmly believe that all students have the capacity to learn to do math.
Now that you know all about my teaching style, here's a bit about my math background. I was a distinguished graduate of the United States Air Force Academy, where I earned a BS in applied mathematics. While I was there, I tutored frequently, mostly in Calc 1 and 2, which were required for all students (including those who were not earning technical degrees). That meant I had many opportunities to work with the non-math-inclined. In addition to informal tutoring, I completed a math teaching practicuum which gave me additional hands-on experience tutoring math students of all levels of preparation, from remedial Calc 1 to advanced Calc 2.
Since graduating college, I've widened who I work with to include those learning algebra and geometry and those studying for particular exams, whether that is the SAT, GED, or teacher-prep exams such as the Praxis.
I don't believe that my (or any other tutor's) personal grades or scores are necessarily a good predictor or whether they will be able to help students. That said, my grades and test scores (SAT, ACT, GRE) have been excellent, and I am happy to provide them to anyone who asks.