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Union College (Mathematics, Physics)
Union Graduate College (Graduate Coursework)
SUNY University of Buffalo (PhD)
When I was a sophomore in college, I started working as a tutor for the Academic Opportunity Program, a program to help students that otherwise might not attend college in both financial and academic areas. Looking back on it, that was easily one of the most fruitful decisions I've ever made. For me, tutoring wasn't merely a way to make a little more income. It taught me how I can make myself useful and helpful to other people. Now, I'm working with WyzAnt to make myself helpful.
In addition to three years of tutoring experience, I've also worked as a teacher for a five-week course in college pre-calculus, and I taught two sections of algebra at a high school for seven weeks as part of a teacher education program. I specialize in tutoring mathematics and physics, although I am able to tutor other mathematically and scientifically -intensive subjects.
I've always taken a Socratic method to tutoring; the tutor's job should be to inspire problem-solving ideas, not to serve as a simple fact reference. I emphasize critical and logical thinking with students more than memorization. I consider it an imperative to give example problems for any and every concept that I explain to a student, and to encourage the student to find the answers to them, helping when the need exists.
My schedule is usually quite flexible, but I require that any appointment, and any changes to an existing appointment, be made twenty-four hours before the appointment's starting time. This policy helps to avoid any last-minute scrambling to schedule an appointment on an inconvenient day.
If you desire to schedule an appointment with me, please do not hesitate to let me know. I wish you the best in your studies and look forward to working with you. When I was a sophomore in college, I started working as a tutor for the Academic Opportunity Program, a program to help students that otherwise might not attend college in both financial and academic areas. Looking back on it, that was easily one of the most fruitful decisions I've ever made. For me, tutoring wasn't merely a way to make a little
Customers are encouraged to discuss the rate with me if they feel unable to pay this amount.
Mark is very intelligent. He is mild mannered which, I think, helps the kids feel confident about expressing their concerns or problems in dealing with the work in front of them. He is also responsible with keeping in contact with you.
We met with Mark last night and he was GREAT!!! He is very smart and in one hour he helped my daughter understand trigonometry more than her teacher has this entire school year. She walked away feeling better about this class and can apply what Mark has taught her so far with her homework and quizzes/test. I would recommend Mark to everyone. My daughter will be in contact with him again for more tutoring sessions. He was fantastic!! Thanks Mark!!!!
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I took the ACT in high school, and I'm aware of its challenges. Since taking the test, I've learned considerably more mathematics, and have needed to use the skills and concepts that the ACT tests in order to be successful. Not only that, but I've also tutored many mathematics students, many of whom were struggling not so much with higher college-level mathematics, but rather with the sort of math skills and concepts that are tested on the ACT.
The calculus and physics students that I've tutored have more commonly experienced difficulty with setting up algebraic expressions than actually using high-level concepts. As such, I have quite a bit of experience, from tutoring and teaching, with helping students improve their algebra skills when solving mathematical problems.
I've tutored calculus and physics students for three years. Throughout that time, I've observed a general trend among the concepts that students experience greatest difficulty with. For most students, the methods and concepts of calculus and physics themselves are not an issue, but rather, the mathematics involved in doing problems, namely algebra and geometry, are. As such, throughout my time as a tutor and a teacher, I've had to do a lot of work on my students' algebra skills before moving on to higher-level concepts.
I learned and used MATLAB, which is similar to C, from a research internship at Baylor University. I then learned and used C++ at an internship at Los Alamos National Laboratory. My tasks at the later internship were to create programs to analyze data using the language.
I was a mathematics and physics double major in college. I took the AP Calculus AB and BC exams in my senior year of high school, I took two calculus courses in college, and I used calculus countless times in my physics courses. In addition, I have tutored many people in calculus over three years, and I have teaching experience in pre-calculus.
I was a mathematics major in college. Although I myself never took a discrete mathematics course, I was able to successfully tutor a student in a 200-level proof-intensive course in discrete mathematics. I currently have the notes from the course if I ever need to refresh my memory.
I took two English classes in college, as well as two writing seminar courses. I also wrote a 113-page senior thesis, and I received a considerable amount of experience with written communication for my mathematics and physics classes.
Most high school geometry classes focus mainly on using mathematical reasoning and logic in order to determine the answers, rather than simple memorization. As a mathematics major, I've honed these skills, and the communication of these concepts, throughout my entire time in college. Not only that, but geometry is also a very important part of calculus, which I have tutored many students in over three years.
I was a mathematics major in college. I took a 300-level course in linear algebra. This course covered vector spaces, linear transformations, inner products, dual spaces, eigenvalues, and eigenvectors. The course was proof-intensive; for each theorem, we were presented with a proof which we needed to be able to reproduce on the tests.
I was a mathematics major in college. My first proof-intensive mathematics course was an introduction to logic through set theory. The course was designed to give students the ability to formulate and communicate mathematical arguments. Since that course, I took eight other proof-intensive college mathematics courses, and I wrote an undergraduate thesis on mathematics.
I was a mathematics and physics major in college. In both of those majors, I've had extensive experience with using the logic and reasoning behind setting up algebraic equations. Pre-algebra skills are also a significant are of concern for many students of higher-level mathematics that I've tutored. As such, as a calculus and physics tutor, I've routinely helped people develop pre-algebra skills.
I was a mathematics major in college. I tutored students at all levels in mathematics for three years, and I also have some teaching experience in mathematics. In addition, I took the AP Calculus AB and BC exams in my senior year of high school.
I was a mathematics major in college. I've tutored students at all levels in mathematics for three years. I also have some teaching experience in mathematics.
I've tutored people in calculus for three years. In that time, it's been much more common for students to struggle with tangential mathematical concepts, rather than calculus itself. Trigonometry, in particular, is a subject that I've helped calculus students with countless times. I also taught a class in pre-calculus that had significant overlap with trigonometry.
Mark S. passed a background check on 11/19/13. The check was ordered by Mark through First Advantage. For more information, please review the background check information page.
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