I have spent the last 25+ years in industry, where I have found myself mentoring and coaching younger science and sales professional who are at the beginning of their career. To augment that, I have been involved with the Scouting program in the West Chester area for over 25 years. During my 23 years as Scoutmaster, and multiple years as an Assistant Scoutmaster, I would always review each scout's report card to see if there were any areas where he was struggling. My goal was to make sure...
I have spent the last 25+ years in industry, where I have found myself mentoring and coaching younger science and sales professional who are at the beginning of their career. To augment that, I have been involved with the Scouting program in the West Chester area for over 25 years. During my 23 years as Scoutmaster, and multiple years as an Assistant Scoutmaster, I would always review each scout's report card to see if there were any areas where he was struggling. My goal was to make sure each scout not only remained academically eligible for school sports, but also helped them understand how different subjects relate to each other. For example, I have heard many students say they are "good at math, but bad at science." After a conversation, they begin to understand that math and science are related at almost every level- it just might not be "in plain sight" of the student.
After working through different levels of math in college and graduate school, I find that most students- including my own children- tend to make "simple" mistakes. These mistakes can usually be eliminated by having the student write out the steps to solve each problem. By focusing on the steps, and not skipping over to the answer, each student develops a deeper understanding of the subject. I try to get the students to understand that the formulas used in math are there to function as tools. Just like any other "tool" in a "toolbox", the student should be able to look at a given problem and go to their own mental "toolbox" to determine the best method to solve the problem.
I have taught science at the high school level (9th and 10th grade), and I find that most students fall into one of two categories: 1) they love science and 2) they "hate" science. Teaching the first group is usually easy and they usually need some refinement in their approach to problems. The second group can pose a challenge, usually because the student didn't receive a basic understanding of science, and now views science as a foreign concept. In reality, when you begin to work with these students and point out the areas of their daily lives where science has a direct and significant impact, they begin to understand that this is not a foreign as they once believed. I try to relate as many of the concepts that the students are working with in the textbook to the "real world". For example, to help students understand why there are different types of sunlight receptors in leaves, I have taken tree leaves and ground them up using some distilled water. After that, I put drops of the mixture on paper and use a mobile phase that allows the mixture move up the paper where the different receptors deposit at different sections. The student can "see" the different colors on the paper, and how this relates to the composition of the leaf. I am certified to teach biology, chemistry, and general science.
If you are a student, or the parent of a student, who is struggling in math or science, I can help. I encourage both of you to review the homework, tests, quizzes, and other assignments look for patterns in the work. I am available to help, either in-person or on-line. My goal is to help you understand, achieve, and succeed with concepts and applications of math and science.