Send Michael a message explaining your needs and you will receive a response shortly. Have you already emailed Michael or another tutor? If so, you have an account! Sign in now
If you select this option, Wyzant will ask interested tutors to contact you by email if they are able to help. A maximum of five different tutors will email you and none of your personal information, including your email address, will be released.
University of Notre Dame (Psychology)
University of Iowa (PhD)
Rockefeller/Harvard/Hahnemann U (Other)
I have retired from academic, software development, and psychotherapy positions to do part-time tutoring. Among the 10+ courses WYZANT has qualified me to tutor, I have the most experience with mathematics (especially Statistics) and standardized test preparation (ACT, SAT, GRE, PSAT), including language and writing components as well as math.
In addition to tutoring AP and undergraduate statistics students, I have had experience as an adjunct instructor teaching design and analysis at both the undergraduate and graduate level (including introductory statistics in the Harvard graduate psychology department). I am particularly experienced assisting students with the design, analyses and reporting of their projects, especially graduate theses and dissertations.
My specialty in standardized testing is working with students who have already taken a test and would like or need to retake the test and raise their scores.
Algebra is one of my favorite topics, which consistent with my experience as a former teacher and psychotherapist allows me to work in a direct, supportive role with students (especially the confused, discouraged, or indifferent) while there is still hope. I am also interested in working with students in accelerative or enrichment programs.
My PhD and two postdoctoral fellowships focused on mathematical modeling of perceptual and short-term memory processes. Beyond academic research, adjunct teaching and volunteer tutoring, my primary employment was in IT (including compiler maintenance, programing prototypes of security devices, and database and interface design). As an information technologist, I frequently provided technical support for sales and marketing where my primary task was to simplify and explain complex technical material, a prerequisite skill for effective tutoring.
In addition to a broad liberal arts education, my writing skills were honed in the presentation of academic and trade papers as well as related publications in peer-reviewed journals and magazines.
Synchronous with the previously noted employment, I completed a third postdoctoral program leading to licensure as a clinical psychologist in both Pennsylvania and New Jersey where I developed a small, part-time private practice. I believe this experience further developed my evaluation skills as well as my supportive, interactive and student-oriented tutoring techniques. I have retired from academic, software development, and psychotherapy positions to do part-time tutoring. Among the 10+ courses WYZANT has qualified me to tutor, I have the most experience with mathematics (especially … Read more
In most instances, I am willing to work with two students simultaneously for the reduced rate of $95/hr.
I like Michael very much because he's very smart, he reaches my son which other's have a hard time with. He's enthusiastic w/his lesson which I believe is key to keeping the attention span alive during the lesson. My son likes him very much too.
My session with Michael was excellent. He is extremely knowledgeable in areas that I need assistance in, which include research design and analysis for my dissertation. He is patient, thorough and followed up with additional information. I look forward to our next session.
My son tremendously improved his ACT scores after a few months of tutoring by Michael. If someone is looking for a teacher who is knowledgeable in Math, English and Science, Michael is that person. Michael has a special approach for each student and understands sociological aspects of taking ACT and SAT exams.
I was struggling with Statistics and Michael was able to explain the basics that allowed me to complete coursework. I feel that I could work with Michael in the future.
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.
Besides WyzAnt's approval to tutor Vocabulary, Grammar, Proofreading, ACT Reading,SAT Reading and SAT Writing, I have authored several papers published in academic journals and trade magazines. My reviewing editors have often praised the clarity of my submissions, and I have never been asked to modify a single line of prose. Most important, my student's scores improve.
Tutoring ACT Math and to some extent SAT Math is both interesting and challenging. In both cases, there is no assumption that the student has much if any exposure to courses beyond a non Honors course in geometry. However, the ACT (perhaps more than the supposedly more difficult SAT) makes broad use of less obvious implications of this core set. I enjoy helping students find structured approaches to these problems that work well under time constraints.
ACT science requires a minimum of science knowledge (facts) and in that way resembles ACT reading, which I tutor separately. Here I focus on analytic and topical vocabulary, graphic interpretation, and logical implications, which may be of most value to students with limited math skills.
Of all the statistics and math that I have taught and tutored, Algebra is my favorite. Aside from the formal proofs usually deferred for Geometry, Algebra is also the bedrock of high school and much of college math.
Through 1-to-1 tailored assistance, I make this introduction as painless as possible (possibly fun) balancing conceptual and technical components as indicated. With a little guidance and support (drawing) on my clinical experience, stronger students can return to their usual pattern of academic success and the less innately talented can minimize math anxiety and the misconception they are completely unable to do math.
[Algebra 1 was the first subject that I tutored as a peer tutor in high school. My student went from an F at the end of the first quarter to an A for the semester. As sometimes happens, he and his teacher were not communicating well, either conceptually or interpersonally. With a student's permission, I will interact directly with teachers and family as seems appropriate.]
For some students, who may have struggled with Algebra I, Algebra II is their last opportunity to catch up and lay the foundation for the further math instruction essential to college entrance exams, professions, and trades. As a tutor, I diagnose and remediate problems with previously “learned” skills and concepts as well as assisting my students with problems connected with current material (including homework) and upcoming exams.
For other students, Algebra II poses little challenge and can be highly redundant of Algebra I. Sometimes these students have just missed the cutoff for placement in honors or accelerated courses. As a mathematics tutor, it is particularly rewarding to provide enrichment to students prepared and interested in advancing both within and outside their high school curriculum. I am always willing to work with my students’ teachers; and, if demonstratively warranted, I will go so far as to promote the advancement of a student to a more challenging class.
My psychology background encompasses both experimental research (math modeling of human perceptual and memory processing) and clinical practice, with postdoctoral training in both areas. As an adjunct, I have taught general, cognitive, and experimental psych, perceptual scaling and decision making, among other courses as well as statistics (in the behavioral and social sciences). In addition to tutoring undergraduates, I have also provided support for the design and analysis of Master's and Doctoral dissertations.
What I find most interesting about SAT is the relatively limited core of mathematics (as compared to an achievement exam) around which the exam is structured. Usually, this material can be reviewed or taught very briefly, depending on how quickly any student deficits are discovered. A major part of an effective preparation involves teaching strategies to facilitate very quick solutions to multiple choice questions often bypassing formal deductions, which may even be beyond the student’s skill level. Phrase recognition can be used to speed translation of word problems, and “checking” can be structured to minimize “stupid” mistakes and improve guessing. There are also peculiarities of the structure of the exam that distinguish it from the ACT.
Besides WYZANT's approval to tutor Vocabulary, Grammar, Proofreading, ACT Reading, SAT Reading and SAT Writing, I have published several papers in academic journals and trade magazines, and I have never had an editor request that I modify a single line of prose.
I am especially successful with students with otherwise outstanding academic records (Honors, etc.) who for one reason or another have difficulty structuring material or staying on track. I welcome students for whom English is not their native language
Statistics is my strongest topic and I have professional and volunteer tutor experience going back to my own days as an undergraduate. As an adjunct, I taught many general and behavioral stat courses at both undergraduate and graduate levels.
I have a special interest in guiding the design and analysis of projects and dissertations for MA and PhD students, as well as those seeking professional degrees like MBA's, MPH's, and PsyD's. I can help you choose and perform the most appropriate statistical summaries and analyses, assist with and edit the presentation of results, and then prepare you for your oral defense.
Additional background: I had full time summer positions working as a stat/analyst at Notre Dame and the U. of Iowa School of Medicine. As postdoctoral fellow, I worked with stochastic (probability based) models of memory and perceptual processing at Rockefeller and Harvard Universities, where, as an adjunct, I also taught an introductory statistics course to psychology graduate students at the latter. A few of my published articles and professional papers had notable statistics components. I have worked in IT in support, maintnance and development roles, and have worked with several statistics packages like SPSS.