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University of Hartford (Secondary Ed. Math)
Golden Gate University (MBA)
Throughout my adult life, I've been involved with mathematics including engineering, business, and for the past 20+ years, teaching math. This 2nd (or 3rd) career has been the most challenging.
I taught in Attleboro, MA for several years before teaching in Providence, RI. In Providence, I was considered a highly qualified teacher because of my math and MBA degrees. My Attleboro and Providence experiences were at the high school level. I taught for 15+ years, primarily at Central High School focusing on pre-algebra, algebra I, algebra II, geometry and math of finance classes. I also spent a number of years conducting preparation for GED, SAT, ACT, etc. tests in evening classes.
I loved teaching but was not a strong proponent of NECAP testing. After awhile, it seemed as though most math teachers were, unfortunately, "teaching to the test." When I turned 65 (11/10/12) I decided to retire. My health was being adversely affected with the administrative duties coupled with large classrooms of students. Now, a year later, I want to assist students as a tutor in one-on-one situations.
As I mentioned, I'm very energetic and enthusiastic. I work well with all student ages. I use humor coupled with different teaching/learning strategies. I am very confident that each student will significantly benefit from their tutoring encounter(s) with me. Throughout my adult life, I've been involved with mathematics including engineering, business, and for the past 20+ years, teaching math. This 2nd (or 3rd) career has been
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Having had numerous responsibilities in my professional career, I clearly recognize the importance of organization and good study skills. I always carried a notepad and pens and pencils with me along with a 3-ring binder and labeled duo-fold folders, as the situation warranted.
During my 20+ years of teaching, I usually spent the first week getting kids organized, especially my home room students. I'd strongly empathize the importance of keeping up with each assignment and NOT procrastinating until the last minute.
With projects and lengthy assignments, I'd implore the students to break down the work into smaller tasks. The example I used was an individual purchasing an extra large pizza (for himself/herself only) cut into 8 slices. I'd ask the students if they would attempt to eat the entire pizza with one bite. Then I asked them if each slice could be eaten in one bite. (Of course, the students responded in the negative.) Then, the students would respond without prompting that the pizza could only be entirely eaten bite-by-bite.
I'd apply the "pizza example" every time a student felt overwhelmed by a lengthy assignment. Trust me, using this example did wonders to reduce student anxiety and boost student confidence.