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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” and decided to continue tutoring as my primary occupation. My volunteer work began with high school peer tutoring, continued through a college service club, and on to company-sponsored programs, local NPOs, and the usual assortment of friends, relatives, co-workers and their children.
Among the many courses WYZANT has qualified me to tutor, I have the most experience with mathematics (especially statistics), standardized test preparation (ASVAB, GED, PSAT, ACT, & SAT), and psychology (general, experimental, learning, cognition, measurement theory, etc.). As an adjunct instructor, I taught a range of students and topics from computer programming for 2nd and 3rd graders (G & T) and introductory psychology for company sponsored degree programs (GM and USP) to graduate-level statistics and design (including Harvard).
Statistics is my specialty. As well as tutoring undergraduate and AP statistics, I have succeeded with graduate students in professional programs (some online) who are often anxious and ill-prepared for what seems like an irrelevant statistics requirement. Math phobic students are often surprised to see how little math is needed when seen out of an unnecessarily confusing context. Time permitting (tutoring is most often sought the week before an exam or a report is due), I integrate the math with a rationally ordered series of statistical concepts and procedures (optionally incorporating packages like SPSS), making sure that every step is understood. I use my diverse background to present as much material as possible with examples in my students’ areas of interest. My own interests in statistics extend beyond the standard introductory course to include calculus-based approaches with a greater emphasis on probability theory.
I most enjoy tutoring less advanced level high school and college mathematics like algebra, geometry, and pre-calculus (including Honors and AP classes). This gives me an opportunity to model enthusiasm and demonstrate both the beauty and practicality of mathematics, building a firm foundation free of the misconceptions that may interfere with more advanced topics.
Perhaps, most consistent with my ability to simultaneously diagnose a student’s deficiencies and misconceptions and then provide remediation while minimizing stress and uncertainty is my clinical background. Mid-career, I earned a license to practice professional psychology and maintained a small independent practice while still tutoring, adjunct teaching, and contracting small programming assignments.
My PhD and two post-doctoral fellowships focused on mathematical modeling of perceptual and memory processes. As an undergraduate I took many mathematics and science courses outside the requirements for my BA. Beyond academic and industrial research, my primary employment was in IT (including compiler maintenance, applications programing and prototype development of security devices, and research database design). This work led to further exposure to finite mathematics.
I frequently provided technical support for sales and marketing where my primary task was to simplify and explain complex technical material. In addition to presenting papers explicating technical material at academic and industrial meetings and seminars, I have published a number of peer-reviewed research papers. This experience together with my broad exposure to literature and composition as an undergraduate liberal arts major informs my work tutoring vocabulary and grammar as well as the English, writing and comprehension components of standardized tests. After years of personally rewarding volunteer tutoring, I “retired” and decided to continue tutoring as my primary occupation. My volunteer work began with high school peer tutoring, continued through a college service club, and on to company-sponsored programs, local NPOs, and the usual assortment of friends, relatives, co-workers and their… Read more
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.
Algebra 1 was the first subject that I ever 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 often happens he and his teacher were not communicating well either conceptually or interpersonally.
Since then, I have studied, taught, and tutored a lot of math/stat, but after my initial experience as a tutor, Algebra is still my favorite topic. Aside from the formal proofs usually deferred for Geometry, Algebra is the bedrock of high school and much college math.
Through 1-to-1 tailored assistance, I strive to make this introduction as painless as possible (possibly fun) balancing conceptual and technical components as indicated. With a little guidance, stronger students can return to their usual pattern of academic success and the less innately talented can avoid math anxiety and the misconception they completely unable to do math.
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 and associated 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 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 among other courses as well as statistics (most often)experimental design and analysis) and mathematical modeling. In addition to tutoring undergraduates, I have also provided support for 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 deficits are discovered. The more essential "word problem" skills can be augmented with a combination of focus on the ideas underlying some of the most frequently asked questions and specific strategies applicable to math-related multiple choice testing. In some instances correct choices can be deduced without a full understanding as to how to compute the actual answer.
Briefly, Statistics is what I do/did (tutoring/academic). While a 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 also delivered and published some minor statistical papers and reports and one summer I worked as a statistician for the U. of Iowa School of Medicine. As a tutor I have worked with AP High School students as well as adult students working on professional degrees (BS, MA & PhD) in their current or desired area of employment. So far no one has received less than a B and most received A's.
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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