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“**Plain and simple, John is the man!!**”

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As a tutor my goal has always been, and always will be, to have a positive impact on the lives of the students with whom I work . No magic wand will put the power of learning solely in my hands, but I am confident those students that come to me prepared to work will find me a valuable resource and an enthusiastic ally. I take my work, and my

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Been working with John for the last couple months, and he is by far the best tutor I've had. Trust me when I say this, I've had a lot of them. His patience with going over the same material in different ways to apply my material has helped me tremendously. I give him a 5 star review. Thanks John.

John helped me with per-calculus. He was knowledgeable, patient, and explained things well. I will definitely setup another tutoring session with him.

John was very helpful today. We went over some homework problems and he went over the overall concepts that I was learning which really helped me.

Helped with college level statistics and took time to teach me confidence intervals/hypotheses testing for my upcoming test. Each concept we went over he reviewed in detail the underlying concepts. It is worth the drive to get a one on one tutoring session!!

I was immediately impressed when I arrived at John's house. He has a separate room that is set up for tutoring, including a whiteboard. He had already completed all of the problems that I sent him, and we were able to go immediately into the solutions. I will be continuing to use John as my tutor until I graduate from college.

John seemed to be both patient and knowledgeable. My daughter felt like she had a much better understanding of her AP Statistics material. Thank you!

John is an excellent tutor, is really patient, knows what he is doing. He works out the problems in advance when I send them to him so the tutoring session goes on real smoothly.

I was beyond confused on center of mass and centroids when I walked in and I left with more knowledge than I ever thought I could receive in such a short period of time. He cleared up everything that my university professors and TAs jumbled up in my mind. Great tutor!

For the first lesson we reviewed statistics basics, normal distribution, central limit theorem and started to move into basic linear regression. John did a great job explaining in a way I could more easily understand the concepts.

John has been very helpful with both of my teens when they've needed to prepare and review for high school math and chemistry tests. He explains the concepts in a way that they understand, and offers suggestions to help in areas that they need more help with.

John is very accommodating with his schedule. As my son has struggled with Statistics in school and needs extra preparation for a quiz or test, John has been very prompt in returning my request for a session with an open time or two within a day's notice. This is helpful to be able to get immediate tutoring and at the time of the quiz for the last bit of practice work.

John has always done a great job!!

I attribute my son getting the ACT scores

he needed directly to John's assistance in math.

Wish we had met John sooner.

My daughter enjoys her sessions and sees improvement in her understanding of the topics. The tutor feedback is helpful for me as a parent to mentor my student in study techniques and habits for these intensive subjects.

Both of my kids have been tutored by John for Alg 2 and look forward to their sessions. He provides positive feedback and gentle reminders. They aren't afraid to ask questions or try to solve a problem even if they aren't sure of themselves. Great teacher!

John is a fantastic tutor who really cares about helping people learn. He has sent me emails outside the tutoring session with help and hints. Without John's help, I don't know who I would have passed statistics. Thanks John!

Our son likes the way John was able to re-explain the geometry material. We look forward to continuing tutor sessions with John. With his help, I am sure my son's confidence level will increase dramatically.

John did a wonderful job helping my son who was struggling in Algebra II. His method, patience and onsite tutoring office helped to keep my son engaged. He was always available by phone or email if we needed to reach out to him.

John has done an outstanding job with our son and our son enjoys his sessions and always comes out understanding AP Calc so much clearer.

With John's weekly sessions our son was able to make it through AP Calculus. As most teenagers he was not thrilled about starting tutoring but after his first session he felt John was perfect in helping him learn and stay on track with his calculus. We are forever grateful that we found John on Wyzant!!

John has the perfect set-up in his home to teach physics, complete with a desk for the student, and a dry erase board.

I am extremely math challenged, and it was great to have John there to remind me of long forgotten math rules.

With John's help I was able to navigate through the strange new world of physics without having a meltdown, or giving up.

I would highly recommend John as a tutor. He is very patient, reliable, and kind.

Great tutor to my son! Very nice and understanding tutor and so reliable. We are always able to reach by phone.

John is priceless to any student interested in boosting his/her geometry skills. The methodology he employs yields surprisingly fast results, no matter the difficulty level of the problems discussed.

John is always nice, and has a DENSE knowledge of Calculus I. He seems to know what I'm asking before I even finish explaining the question! He's been a great help to me whenever I need any extra instruction outside of school.

After just a few sessions our daughter's physics grade has sky-rocketed! We had never needed or sought the help of a private tutor and could not be happier with the results. Our daughter is very comfortable and at ease asking questions and working with John due to his laid-back style and patience. We only wish we would have sought help earlier. After struggling she just achieved a 99% on her physics final!

John does a great job of clarifying math and science for my son. He is always on time and easy to communicate with. I would highly recommend him to anyone looking for a tutor.

My daughter has greatly benefited from John's solid understanding of the subject material he tutors her on. He is able to explain things that causes her to leave with greater confidence in the material each time.

My courses are confusing at best! I go to a non-traditional college, and the courses and assignments are confusing. John goes the extra mile to try and understand what I need and explain it to me. He has a no nonsense way of explaining it as well.

It's really great when your 11th grader jumps in the car and says, "ahhh, I understand pre-cal so much better" and she had a smile on her face after her session today!! John has helped our child and us feel so much better about pre-cal and we, and our daughter are breathing a sigh of relief that Monday, when she goes into her math class, she'll understand where she is in her course-work!! Such a gift! Thank you John! (again)!

We have been very pleased with the results from John's geometry tutoring sessions with our grandson. John knows how to reach teenagers.

John has been amazing with my child. He is patient and does a great job of explaining each concept. He is easy to reach and keeps me updated on progress. We couldn't be happier!

Math:

Algebra 1,
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Algebra is not a subject many students get excited about right off the bat. However, I find that students' interest in the subject grows as they find they can master topics they once found merely confusing, and strong algebra skills are imperative to success in higher level math classes, and in many science classes, so I always encourage students to do their best, even when it gets a bit tedious.

As an algebra tutor my goal is to help students create a mental framework for the various topics they encounter in the class, and to discern between those that are topic specific, such as to linear or quadratic functions, for example, and those that can be applied more generally, such as transformations, and properties of inverse functions. I strongly encourage students to adopt a best practices model for their work, and to not work in a minimalist fashion. And, lastly, I encourage students to keep a math journal reflecting the various aspects of topics discussed in the class. The only way to succeed in algebra is to have an ordered understanding of the many topics covered, and getting those topics down in an orderly written form, in their own words, is a great way of building that mental framework.

Algebra is not a subject many students get excited about right off the bat. However, I find that students' interest in the subject grows as they find they can master topics they once found merely confusing, and strong algebra skills are imperative to success in higher level math classes, and in many science classes, so I always encourage students to do their best, even when it gets a bit tedious.

As an algebra tutor my goal is to help students create a mental framework for the various topics they encounter in the class, and to discern between those that are topic specific, such as to linear or quadratic functions, for example, and those that can be applied more generally, such as transformations, and properties of inverse functions. I strongly encourage students to adopt a best practices model for their work, and to not work in a minimalist fashion. And, lastly, I encourage students to keep a math journal reflecting the various aspects of topics discussed in the class. The only way to succeed in algebra is to have an ordered understanding of the many topics covered, and getting those topics down in an orderly written form, in their own words, is a great way of building that mental framework.

Many of the difficulties students encounter in calculus stem from gaps in their understanding of topics covered in algebra and precalculus. My method for teaching calculus is to relate the new ideas discussed in calculus to topics covered in previous classes. In this manner, any gaps or forgotten knowledge will necessarily be reviewed in the process, too.

For students in college or high school AP classes the pace of the course can also be a challenge, but as part of helping students through particular problems, my goal is also to help them relate ideas from multiple sections together, and to help them develop a conceptual understanding of the underlying principles at work, including graphical implications of many of the formulas used in calculus, as well as how these principles do, and do not, generalize. Using formulas is a necessary part of calculus, but in order to apply calculus to physics, for example, one must have a solid understanding of the underlying principles as well. Having studied advanced calculus, and several upper division physics classes, I can help students develop a deeper understanding of the material, as well as apply the various formulas correctly.

College and AP chemistry classes will contain more complicated, multi-step problems, often related to energy considerations, but a deeper understanding of the underlying general principles governing a process can help make sense of the ordering of the required steps needed to solve a complicated problem, and as I work through specific exercises with students, I will also emphasize these principles and how they apply.

Differential Equations is truly one of my favorite subjects to tutor. Although I enjoy tutoring a wide range of math classes, I was never really excited about math until I enrolled in this class. While at UT-Austin, I made A's in Differential Equations, Vector Calculus, Real Analysis, and Vector and Tensor Analysis. I also made A's in the physics classes that required the techniques taught within them: Wave Motion and Optics, Classical Dynamics, Classical Electrodynamics, and Kinematic Astronomy. One caveat: many DE classes now include MatLab exercises. I am not familiar with MatLab.

As an introduction to counting methods (combinatorics) and proofs, Discrete Math is one of the first proofs courses I took at UT-Austin. I made an A in the class as well as in many other related upper division math classes, including Linear Algebra, Probability, Real Analysis and Topology. Although I have seen variability in the difficulty of this class, based on the aims of the different teachers teaching them, I have yet to need to turn anyone away and feel very comfortable with the material.

Geometry is one of the classes where I have seen some dramatic turnarounds in student performance. My experience has been that, due to the less formulaic nature of the class, that students get used to in arithmetic and algebra, students are not always sure what is expected of them in geometry. As a tutor, my goal is to help students understand what is expected of them in, for example, presenting a proof, as well as to help them fill in any gaps in the required algebra they may have forgotten, or simply not gotten to yet. I will instruct students to focus on the various postulates, theorems, and definitions required for success in geometry. Proofs are largely a matter of brainstorming first, and then stringing together a series of steps connecting the given information to the desired result, and justifying each of those steps with a postulate, theorem, or definition.

Linear algebra is both a computational and a proofs course. However, different instructors will often focus on different aspects of the course, so there is a fair amount of variability among individual courses. As a math major, I have studied a wide range of mathematics and am well-suited for tutoring linear algebra, but proofs cannot always be quickly generated on the fly. When possible, I ask students to let me spend a day or so on the material before our session, in order that the session itself may go more smoothly. For much of the simpler material, such as matrix or vector operations, being able to brainstorm on the material beforehand may not be of much importance, but it doesn't hurt.

As a math major, I made A's in several proof courses, including intro to real analysis, and real analysis.

Physics is going to be a challenge for nearly every student the first time through. Ideally, I like to meet with students early in their studies and help them understand what I consider the most important topic for them to master first, vectors. This understanding is crucial to success in the class, but some students may not have the prerequisite math (precalculus), and/or the importance of vectors may be underemphasized by their teachers.

Beyond that I like to present strict algorithmic methods students can consistently apply when solving general classes of problems, as for kinematics, Newton's Laws, conservation of momentum, work and energy, and rotational dynamics, etc. Having studied calculus-based general physics, upper-division Newtonian physics, classical electrodynamics, and waves and optics, as well as having tutored high school and college physics for several years, I can help students keep the big picture in mind as they determine which equations, and how to use them, to solve easy or complicated physics problems.

Strictly speaking, pre-algebra refers to the arithmetic required for success in algebra, such as how to work with positive and negative numbers, how to apply the arithmetic operations (+, -, *, and /) to fractions, how to work with exponents, and the correct "order of operations" to apply to expressions containing multiple arithmetic symbols. However, there are also often underemphasized aspects of pre-algebra that students will do well to focus on, too: those of mathematical definitions and properties of numbers and number systems, that are used extensively in algebra, such as the commutative and associative properties of addition and multiplication, the distributive property, the sets of: natural, whole, integer, rational, irrational, and real numbers, and many others.

As a tutor, I don't want to see students get overly bogged down in this abstract aspect of the class. I want students to be able to use them in a second-nature sort of way. But transitioning from arithmetic to algebra is abstract in nature, and it is imperative, if students are to understand what they are reading in an algebra textbook, or the instructions on a test or homework, that they have a proper understanding of the vocabulary used, and the general properties of numbers drawn upon, within a text, or by a teacher. Furthermore, it is exactly these types of definitions and properties that are most important in a class like geometry, where a student has to justify each step of their work with a definition, postulate, or theorem. As a pre-algebra tutor, I help students work through specific problems, but also remind them of the properties of numbers used to justify the steps involved, in the hopes they will be able to apply these definitions and properties in ever more sophisticated ways in their ongoing study of mathematics.

Precalculus is a class where most students will start to have some issues, even if they have been doing very well in earlier math classes. I suspect this difficulty arises for two main reasons: one is the novelty of new functions encountered, such as the trigonometric functions, and two, because this class draws heavily upon properties of functions studied in algebra, which may have been forgotten or underappreciated. As a pre-calculus tutor, my goal is to remind students of these properties, where applicable, and to help ease the transition into trigonometry by breaking down the various aspects of the trigonometric functions into those that must simply be memorized, and those that are interrelated. I will also help them minimize the amount of rote memorization required by exploiting the interconnections between many of the topics covered.

I think the key to first-year statistics is keeping the big picture in mind, both figuratively and literally. All of the sections over normal distributions, t-distributions, confidence intervals, and hypothesis testing are so closely related. If one understands what the Central Limit Theorem implies, and how to exploit it, one can quickly work through several sections in the text with no problem. My goal as a tutor is to help students grasp the big picture, understand the Central Limit Theorem, and see how various sections in the text are interrelated.

Graphs are also a great tool to visualizing the probabilities studied in statistics, and many teachers require students to include graphs in their work. I also prefer to get a good picture before trying to use formulas to find probabilities. My experience has been that until a student can consistently generate the correct pictures, they will struggle with the formulas, but once they understand how to correlate desired probabilities with their corresponding graphs, they can easily adjust the formulas as they move through related sections in the material, and consistently generate correct answers.

Trigonometry is a class where most students will start to have some issues, even if they have been doing very well in earlier math classes. I suspect this is for two main reasons: one is the novelty of new functions encountered and, two, because this class draws heavily upon properties of functions studied in algebra, but which may have been forgotten or underappreciated. As a trigonometry tutor, my goal is to remind students of these properties, where applicable, and to help ease the transition into trigonometry by breaking down the various aspects of the trigonometric functions into those that must simply be memorized, and those that are interrelated. I will also help them minimize the amount of rote memorization required by exploiting the interconnections between many of the topics covered.

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