State University of New York, Binghamton
Plymouth State College, Plymouth, NH (Graduate Coursework)
As the son of two high-school math teachers, one could say I had a calling. Although I was certain as a high school student myself, that teachers could do more, I was not certain that I was going to make it my purpose in life until years after graduating from college. I was advising a number of friends who did have aspirations toward teaching and it was at that moment, that I realized my need to pursue a career in teaching.
I had tutored some of my mother's students and even filled in as a long-term substitute when I first graduated from college; but it took a few more years for me to decide to take steps to get a teaching certificate. I found Plymouth State College and moved to New Hampshire. Before even earning that certificate I had a job teaching and have since taught for a total of nine years and worked in school in a different capacity four years and tutored a few students along the way.
I truly believe that learning is very individual and in some instances, a student just needs to have one-on-one attention or a unique presentation to finally have it click. Vital to this success is the ability of the tutor to ask the right questions, provide the right encouragement when necessary and have the patience and skill to gently guide the student toward their own discovery of the mathematical principles. Students will find more long-term success when they have a strong conceptual foundation - when it finally makes sense in their own mind, evidenced by their individual discovery.
Additionally, it is frequently true that one thing holding students back is a basic understanding of numbers and arithmetic. When students are uncomfortable adding or even dividing without a calculator, it inhibits their capabilities of comprehending higher level mathematical concepts. For this reason, our tutoring sessions, and the student's homework, may include some discussion and practice using arithmetic facts.
I believe every student can be successful with a little confidence and a positive attitude gained from small triumphs. As the son of two high-school math teachers, one could say I had a calling. Although I was certain as a high school student myself, that teachers could do more, I was not certain that I was going to make it my purpose in life until years after graduating from college. I was advising a number of friends who did have aspirations toward teaching and
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