University of Arizona (Philosophy)
Rice University (Master's)
Because I am employed full-time during the work week, I am only available to tutor on weekends.
If you or your child hates going to school for any reason, I may be the right person to help him or her. In many ways I am uniquely positioned to teach difficult, troubled, and underperforming students. This especially true for those who are bored with school because they are unhappy with themselves, bullied by their classmates, or smarter than many of their teachers. First, I was one myself from grade school through my first year of college, so I have personal knowledge of what they are experiencing. Secondly, I have worked with students of all ages, and from a variety of ethnic and cultural backgrounds. Finally, I served four years as an instructor in a special program funded by the U.S. Department of Labor. The only students permitted were those who had been determined by their behavior and achievement to be at risk of dropping out of school. For each year that the program operated, my students measurably increased their math and English scores two school years for each one spent in the program. We also outperformed every other school participating.
My teaching experience includes both children aged four through eighteen, and adults of all ages.
My first task with any student is to convince the student that he or she really can succeed at his or her studies. The greatest barrier anyone faces which prevents academic success is disbelief in his own ability to learn. One of many techniques I use is meditation, where it seems appropriate.
I believe that most people can learn just about anything if they are willing to do the difficult and often boring work required in order to master the subject. It must be understood that making mistakes is a necessary part of the learning process. No student should ever be ashamed of his errors; instead, they are the steps of the ladder he must climb in order to reach academic success. Therefore, one of the first things I teach is that every mistake is an opportunity for successful learning. Once that psychological hurdle is passed, learning begins in earnest.
I have a BA from University of Arizona in Philosophy with minors in English and math and an MA from Rice University in Philosophy with specialization in Ethics and logical structure of language. At the time I left my formal education, I was ABD for the Ph.D.
At a Learning Center, we had up to 20 students aged 4-18 from five different countries. Individual learning programs were developed for each student, and I functioned more as a choreographer, dancing from student to student, than I did as a classroom teacher. Many students were behind in their studies because their parents had been moved many times during the past years. Therefore, I placed those students on intensive remedial programs which enabled them to achieve grade level competency by the end of a calendar year.
During my last four years in the public school system, I was employed in a special program funded by the U.S. Department of Labor. All of my students were at least two years behind grade level competency in both English and mathematics It was also required that their families' incomes were below the US poverty standards. Most students enrolled were behind more than four years in English, mathematics, or both. In the course of a school year, using computer-aided instructional material, I consistently improved each student's mastery levels by two years or more in both English and mathematics.
Introduction to Philosophy, Houston Community College, Houston, TX; Introduction to Philosophy, San Jacinto College, Pasadena, Texas;
Business English, Business mathematics, variety of computer programs, Texas School of Business, and Mansfield Business College, Houston, TX Because I am employed full-time during the work week, I am only available to tutor on weekends.
If you or your child hates going to school for any reason, I may be the right person to help him or her. In many ways I am uniquely positioned to teach difficult, troubled, and underperforming students. This especially true for those who are
The hourly rate may be renegotiated for any lessons which will continue for 90 days or more. Also, I am always flexible for families with financial need.
As far as we know, Mr. Lynn Circle is experienced tutor. He knows my daughter's weak points and is clearly planning to help. He got the points that we need. We will be continuing with him.
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.
Most students who have difficulty with middle school-level mathematics have problems due to a combination of two reasons: first, they do not believe in their own ability, but instead are convinced that "I am no good at math." Secondly, they were never taught the real meanings of numbers and the operations we do upon them. Once those two hurdles are passed, student may go on to excel in mathematics, as well as their other subjects.
I take an analytical, functional approach to English grammar. In this way complex grammar concepts may be readily explained and understood by both native and non-native students.
I have taught 6th, 7th, 8th, and 9th grade English. I have also taught essay and term paper writing at the college level.
I have taught English writing, grammar, and oral pronunciation to students whose native languages include Malay, Hindi, Hebrew, Japanese, Chinese, and Spanish. English grammar and meaning is especially difficult for those students whose original language is not Indo-European. But even then, because the meaning of English words and phrases change with the contexts in which they are used, often it takes extended examples and discussion for a student to begin to understand the subtle differences between different words and phrases.
Patience is the most important characteristic of an ESL\ESOL instructor, patience and the imagination to develop a wide variety of examples the explain the differences in meaning between two closely related words, such as "placed" and "put".
In addition to having more than nine years of teaching adult learners, I specifically have 2 years' experience in teaching G.E.D. classes at Mansfield Business School, 1 year of teaching business mathematics and business English at The Texas School of Business, and more than a year's experience doing individualized tutoring of G.E.D. students.
Mathematics: Undergraduate minor in mathematics, including both integral and differential calculus, theory of numbers, and modern mathematics.
English: Texas Certified teacher, Secondary English.
I have both undergraduate and graduate transcripts available, if the student wishes to see them.
Certified Novell Engineer for NetWare 5.11, 5.1, and 6.5
Cisco literate; experience configuring Cisco switches, firewalls, and routers.
Experience trouble-shooting Windows 3.1, 95, 98, 2000, and XP
Daily use of Internet, Microsoft Word, Microsoft Excel, and other programs.
Experienced in diagnosing hardware problems and replacing parts from motherboards to power supplies; have built my own computers.
Currently working on certification in Windows Server 2008
Novell Certified Engineer NetWare 5.11, 5.1, 6.5
Experienced in configuring Cisco switches, firewalls, and routers
Experienced in designing IP4 schemas for networks.
Currently studying design of IP6 schemas
10+ years experience in the position of Systems Engineer
I have taught reading using phonics to beginning readers through third grade.
While working at Deady Middle School in the Project Excel program for at-risk students, many of the students with whom I worked, and who met the criteria for at-risk, were also special needs students who required individualized programs and personal attention in order to succeed. I believe that my own experience as a Special Education student in the 8th grade provided a certain empathy which enabled me to work successfully with these students.
Study skills begins with being organized and ready to work. It includes having rough outlines of what needs to be done, and knowing in advance what work needs to be accomplished.
I am a strong proponent of the SurveyQ3R method of study, and use it as the foundation for instruction in study skills.
Study skills need to be modeled for students; they cannot simply be told what to do, but have to be shown what to do and how to study. They need to be shown how to pace themselves, take timed breaks, and return to work.
Students also need to learn without distractions. Cell phones and instant messaging need to be turned off, though some students actually learn better with music in the background.
The most important thing for the study skills mentor is to be there to lead, instruct, observe, and correct the student's methods of studying.
Finally, although there is naturally some carryover from all subjects to others, the skills needed for successfully studying history and different from those needed to successfully learn mathematics. Students need to be taught the proper technique to use with each object and the reasons for the differences.
My experience includes 2.5 years working individually with students ranging from 4 - 17 in a Learning Center environment; five years of teaching, coaching, and mentoring inner-city middle school students in English and computers; four years of working with carefully-defined at-risk middle school students aged 14-16, and administering individualized programs for each student with the aim of increasing his achievement levels in English and mathematics 2 years within a single 9-month school year.
I am certified to teach secondary English and reading in the State of Texas, and hold a Master's Degree (ABD for Ph.D.) in philosophy with specializations in learning theory and the logical structure of language.
I have four years' experience teaching term paper and expository essay writing at the college level. These papers are required as part of the philosophy courses I teach; since most of my students are woefully unprepared to write at the level required by the class, I have to teach them these skills.