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University of Notre Dame (Psychology)
University of Iowa (PhD)
Rockefeller/Harvard/Hahnemann U (Other)
After years of personally-rewarding, volunteer tutoring, I “retired” from my academic, software development, and clinical work to continue tutoring as my primary occupation. Among the many courses WYZANT has qualified me to tutor, I have the most experience with mathematics (especially Statistics and Algebra) and standardized test preparation (ACT, SAT, GRE, PSAT, GED, ASVAB).
Statistics is my specialty. In addition to tutoring AP, undergraduate, and graduate courses, I often work with graduate students in professional (including internet) programs, guiding the design, analysis and reporting of their project and dissertation research.
Algebra is my favorite topic (where I feel that I can do the most good before potentially capable math students are hopelessly confused and discouraged). Standardized testing is my bread-and-butter (where my financial security has been matched by consistent, measurable increases in my students’ scores and college acceptance rates).
My PhD and two postdoctoral fellowships focused on mathematical modeling of perceptual and memory processes. Beyond academic research and adjunct teaching (including a stat class for Harvard graduate students), my primary employment was in IT (including compiler maintenance, applications programing and prototype development of security devices, and database and interface design). In this latter capacity, 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 several related publications in peer-reviewed journals and magazines. This is consistent with WYZANT qualifying me to tutor Vocabulary, Grammar, and Proofreading as well as the English, writing, and comprehension components of the assorted college entrance exams.
Simultaneously with the aforementioned employment, I completed a third postdoctoral program leading to licensure as a clinical psychologist and a small part-time private practice. I believe this work has supported my evaluation skills as well as my supportive, interactive student-oriented rapport. After years of personally-rewarding, volunteer tutoring, I “retired” from my academic, software development, and clinical work to continue tutoring as my primary occupation. Among the many courses WYZANT has qualified me to tutor, I have the most experience with mathematics
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.
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: Worked as a statistician for the U. of Iowa School of Medicine; As postdoctoral fellow at Harvard developing math models of memory and perceptual processing, I taught experimental design and analysis (basically ANOVA and other more appropriate inferential statistics) to the graduate psychology students; I have some published software and minor articles as well as having presented professional papers directly or indirectly providing original work. I also have access to SPSS.]
Michael H. passed a background check on 11/13/13. The check was ordered by Michael through First Advantage. For more information, please review the background check information page.
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