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I am a MD- and VA-certified successful secondary mathematics teacher with over thirty years of experience. I teach the style and modality that will bring a student the most success. Along with this success, I boost self-confidence so that the student will be motivated to do his/her

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Our daughter has had tutors in the past but she states Robert is fantastic. He presents concepts and strategies that our daughter states makes it easy to understand. Only after two sessions our daughters confidence has increased! Robert is wonderful!

Robert helped me to have faith in my ability to understand math and reach my score goal for the GRE. I appreciate his simplistic approach and plan to continue using his service.

Robert gave me great tips on working through word problems. I have always struggled with this particular type of math, and usually I just give up half way through. I have some excellent study material to work through before our next visit on Sunday. I would recommend Robert to anyone who needs any type of math tutoring.

Robert has been the most understanding and patient tutor I have ever had. He is motivating and knowledgeable. I have struggled with math my entire life and feel I have learned more studying with him then I ever have with any past teacher or tutor. He's the best!

Robert was great in explaining subject matter clearly. His sense of humor and calm demeanor made my sessions with him a pleasure.

After one session my son feels more confident! I appreciate Roberts approach to finding where my son is struggling and concentrating on teaching him those concepts and boosting his confidence.

Robert is very understanding and accommodating. He is very knowledgeable and patient, which in my book is a plus for any student!! We are working on my preparation for the Mathematics Praxis Exam and although it's been over 15 years since I've been in school he is allowing that information to resurface with his reviews and take home work.

I've been out of school for about 8 years now. Needless to say I was very apprehensive about starting my first math class this past semester. Luckily I found Robert on WyzAnt to tutor me in calculus. He's been a great help reviewing the topics that I email to him in detail so that I understand my professor's lesson and my homework. He has sent me websites and other supplementary material for me to review as well. His explanations of things are detailed and focused. Thanks to Robert I made a high B on my first calculus test. It was a great surprise. He also focuses on confidence. He's definitely boosted mine in my math abilities.

My son and I think we are on the right track with Robert as a Calculus tutor. We were very impressed by his organization and knowledge during the first tutoring session. After meeting Robert, my son seems more positive that he will improve his knowledge and understanding of Calculus quickly. Robert provided great websites and video sessions that will help greatly and reassured my son that he's available at any time if my son has an questions while doing his homework or preparing for a test. It appears that Robert is going to be the perfect tutor!

We are so thankful that we found Robert to help our son with his math. He has been so accommodating, and has exceeded our expectations in every way.

Robert started a new game with my child and she is now playing the game with all of the family. She is learning Geometry.

I am so glad we chose Robert as a tutor for my son. My son wanted to join the Navy, unfortunately he scored low on his ASVAB scores in math and was 2 points shy of qualifying. A couple of tutoring sessions with Robert and I can now proudly say he improved his ASVAB score by 22 points, exceeding all expectations! Robert taught in a way that my son could understand and learn, and I would highly recommend him to anyone needing some extra assistance in math.

Mr. E is a very patient and understanding tutor that is helping my child reach her goals! Thank you so very much!

We're so blessed to have found Mr. Robert as a tutor! We only wish that we could have found him 5 years ago. This man is truly excellent for any subjects. He is very patient and caring regarding the job. We have used him for 11th grade English SOL, math, and will be making an appointment for history tutoring. We'll be keeping Mr. Robert for college help, too. He has shown he is in this business for the student success, for the student to learn and understand, and not for the money. Wow, thank you so much Mr. Robert, for the 4 sessions and more to come!

Robert is a 5 Star tutor, who I highly recommend for all levels of math. He's truly a mathematician who is very patient, highly encouraging, and simply a great tutor. He's hands-on and easy to learn from. Robert is my go-to when I'm stuck with any math problems in Algebra and Statistics. However, make sure you come to the table motivated to learn and bring a quality calculator.

Overall very good with our student. Understands his math well and communicates effectively with his students. We do like him and wish to continue our association with him. Thanks.

Mr. Robert was an excellent tutor! He really cared about me doing well on the GRE and motivated me to believe in myself even when I had doubts. It was evident he was more about helping versus the money. I would recommend Mr. Robert to anyone!

Robert is a excellent tutor. I took the Teas test and passed the math section because of him. I know that he specializes in the Praxis and if I was going to become a teacher I would go to him. He is a excellent tutor.

I have worked with Mr. Robert twice now. Both times he made me feel as though I was his top priority. He has given me his undivided attention to my specific learning needs. He is thoughtful and kind as he teaches me. Although the expectations for my class are unusually difficult, he is helping me achieve success in the class.

My son had missed quite a lot of school due to a series of ENT issues and was not particularly strong in math to begin with. Add to this the problem of a new SOL and advancement policy in Suffolk which might have prevented him from graduating to 9th grade despite having a C+ overall and we knew we needed help. Robert came in and just took care of the problem; didn't focus on the "what ifs." My son gained confidence with the work, different problem types, and performed consistently better on each practice test. Getting back to basics and understanding the concepts allowed him to beat the SOL with the score he needed to advance. I know if I have need of WyzAnt services in the future, I will be asking for Robert first.

Robert is a superb tutor. Not only has he mastered the subjects he teaches but he brings such a positive attitude that makes a stellar difference on kidsâ€™ confidence. He is clearly not doing it for the money but rather for a sense of sharing his God given talent. We just wished we could have found him before.

Robert is very patient and well prepared. He adjusts his teaching style to match with my learning style. Usually I send him information about what we covered in my college class prior to our scheduled meeting. He then usually brings specific sample problems and outside materials that are easier to understand. He also has a pretty good sense of humor and is very encouraging. So far so good and well worth the money.

-Masters Student

Math:

ACT Math,
Science:

Special Needs:

Special Needs
Homeschool:

Algebra 1,
Test Preparation:

Approved subjects are in **bold**.

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The ACT tests, for most colleges, are accepted as much as the SAT. The advantage of taking the ACT is that, in general, it is easier to do well on than the ACT because the emphasis is more on math knowledge than on problem-solving It is said that one only needs the math up through the 9th grade to think about and compute problems on the ACT. The SAT is harder because it tests the student on how well he or she can apply math knowledge to solve unique problems and situations. The ACT has some of the same questions, but, in general, ACT questions are more direct, testing the student on math content alone.

I have over the past five years successfully helped many young people to pass the math ACT with a good score. I focus my teaching on the exact concepts the student needs to relearn and give him or her plenty of practice problems to increase speed and gain self-confidence. Also, I make sure my student knows the important test strategies to use, and I gradually increase the difficulty levels of the problems he or she is practicing. The result is a maximum score the student can send to the college of choice.

Many students have problems with algebra because it is often presented by the classroom teacher in an abstract manner seemingly outside of the student's realm of experience. Translating words to algebraic symbols, in fact word problems themselves, are a challenge for any student. I am successful working with students weak in algebra because I relate each concept back to the number skill(s) it is based on; I can do this because the letters or variables in algebra simply represent numbers. Often, a student is weak in number skills, and strengthening them makes algebra easier and more realistic to them. With word problems, I teach a step-by-step procedure of strategies, including practice "drawing" the word problem situation in a student's mind, so visually he can see what equations and operations are needed to solve it.

A child's success in Algebra 2 hangs on how well s(he) understands Algebra 1 from two years before. Many students forget algebra concepts and need to relearn. Others had poor instruction when they took Algebra 1, and now are totally lost in this second year of the math. Too many Algebra 2 teachers do not review enough the previous algebra skills; some teachers do not review at all.

It is confusing to students when they get increasingly low scores and feel lost in Algebra 2. They feel at fault and overwhelmed, when, in fact, I've repeatedly found that review and confidence-building will turn an "impossible situation" into new and comprehendable learning experiences. It always inspires me to see a child's smile and relief that s(he) now understands.

I have successfully prepared quite a few ASVAB candidates to pass with higher scores in areas advantageous to what the Armed Forces are recruiting for. I teach an ASVAB candidate only and exactly the concepts s(he) needs for the test. I make sure the client's self-confidence improves with the knowledge learned. I provide guided home study in math and English to hasten the learning pace and completely prepare a student ASAP for the ASVAB.

I have had positive experiences teaching growing minds both differential and integral calculus. Many times students have learning difficulties with calculus because some of their algebra is faulty, perhaps they don't understand their teacher, or the class pace is too fast. I always start by evaluating and correcting a student's algebra, then for clarity relate calculus topics back to the algebra and geometry the students have already had. I emphasize easy-to-understand teaching and support the students' homework and preparation for quizzes and tests.

DISCRETE MATH covers a myriad of math topics designed often for students looking to specialize in a math, science or computer educational program. However, it is increasingly becoming an elective course in high school or college as well, because the wideness of concepts covered gives the student a stronger understanding of the vital role mathematics plays in our world. I have taught successfully students taking this class, and others in need of comprehending one or more of set theory, logic, number bases, algebraic functions, systems of linear equations and inequalities (2- or 3-dimensional programming), geometry, groups and finite math systems, consumer math, topology (graph theory) and statistical methods.

Some students are scared even of the name "discrete math," but I stress clear instruction and confidence-building techniques, and they leave the subject with higher interest and a better understanding and feeling about mathematics in general.

Elementary school children are a joy to teach. They are energetic, funny, imaginative and creative. When I taught in public schools for more than 30 years, I instructed middle and high school kids, and found that they most enthusiastically and effectively learned through motivational games, competitions and tournaments.

I have tutored more than a few elementary school children in math, and, like their older peers, they learn best with games and other motivational techniques. My vast teaching experience uniquely makes me a good tutor at the elementary level, because I know the importance of motivation in learning and how the young mind must develop to comprehend the math skills in the later grades. My vantage point is unique, and I use it to help younger children through current math problems towards future successes.

Finite math is a catch-all title for any math topic using numbers and not including any mention of infinity. The main topics covered in finite math are mathematical model building, matrix algebra, linear programming, combinatorics, probability and statistics and logic. I have tutored, with high ratings, one-on-one, three college students particularly in this subject. All three ended up passing the class without additional trouble. I took this specific class in graduate school, so I know about and can bend all of this information so it is easily understandable and applicable by the many business, accounting and computer majors who are required to take this class. The students I mentioned above were a bit fearful of it because they had not had any previous experience with using functions to model quantitative real-life situations, with linear programming or combinatorics. Once I firmed up any faulty algebra and showed them that all three of these math topics were not-difficult extensions of basic algebra, the students were comfortable with and willing to learn finite mathematics.

Passing the GED is just as worthy and valuable as getting a high school diploma. I have been very successful preparing students to take the math GED. My teaching process is very simple: I initially evaluate (at no charge) a candidate's GED math skills to see what he/she doesn't understand, then reteach these skills as I continually give GED problems to get the student comfortable with the test. I have found that a GED student's biggest challenge is doing word problems. The key to successfully solving a word problem is to critically read it, be able to draw a picture of the situation in his or her mind, and then, when finished, the student rechecking to make sure the question was answered and that this solution is reasonable. I give problem-solving strategies and plenty of word problems to practice to build up the student's skills and that all-important self-confidence.

Geometry is a logic-driven math class. Students arrive at and use properties of 2-and 3-dimensional shapes to solve problems involving them. It is usually considered by most to be an easier class than algebra, although algebra is used in geometry problem-solving. Since this kind of math is relatively new to students beginning geometry, a poor geometry teacher is disastrous to a child's comprehension of and confidence in the subject.

I've worked with many geometry students who are having learning trouble because they don't see any unity in geometry postulates and theorems, and how to apply these properties to the problems. What's helpful to a student needing to improve in geometry is keeping all postulates and theorems you use together on one-two pages, and then showing carefully how they relate to each other and are used to solve a variety of problems.

Particularly in geometry, I have brought success to many students by doing the above, and emphasizing good study skills and self-confidence.

For the past eight years, I have prepared young people and adults for the GMAT, and have gotten a lot of positive feedback from the students. I always tell them that they accomplished the good scores, but our close, positive working relationships fostered this success.

Having worked with many undergraduate and graduate students in test preparation situations, I've noticed that many college graduates feel like they forgot their math and are scared of the GRE math test. However, there's nothing to fear: the math concepts from middle and high school are still in your memory, and only need a "wake up call." My teaching approach is simple. I initially evaluate the GRE candidate to see what math concepts he/she forgot or never understood to begin with, use the math (s)he knows to build up the skills he forgot, and build that very important self-confidence to face the test courageously and successfully. This test requires problem-solving, which is often not taught in either high school or college mathematics classes; I teach the GRE applicant effective strategies with which s(he) can successfully solve problems of all types. The Quantitative Comparison problems on the GRE are new to many graduates, and I give special test strategies to help them to break down problems and to maximize their test scores. Graduate, you have accomplished that four-year college degree. If you have the discipline and drive to get that diploma, you will definitely pass the GRE. We will make sure of that together.

In my experiences teaching and tutoring geometry, as well as tutoring discrete mathematics, I have worked with students so they can understand how formal logic works and why it's so important a part of mathematics. From presenting to students how to write conditional statements in their alternate forms (converse, inverse, contrapositives and biconditionals) to setting up truth tables and working with syllogisms and propositional calculus, I have always focused on how logic itself sets the framework for all the techniques in mathematics for proving a statement true or false directly (by argument or counterexample), indirectly (by proving a statement's contrapositive true or by contradiction) or by logical equivalence.

It's easy to prepare education graduate teachers to take the math Praxis because they already have good study skills and the drive to succeed. I have successfully steered five men and women through the math PPST, and am currently quickly readying a young lady for the Praxis II Math Content Knowledge Test. The skills tested on the PPST go no further than those a ninth grader knows. Once I get a Praxis candidate passed his/her fear of math by showing her success, I observe her gaining better comprehension of the test material and new confidence with each session. Like young people, teachers also need to achieve vital self-confidence that builds with the skills-level as well as a good relationship between teacher (the tutor) and teacher (the client). I instruct math at the secondary level so it's easy to understand, and I have found from other jobs through WyzAnt how I can also teach skillfully and effectively verbal and written skills.

Good teachers are always needed in the classroom. The kids are our future, and teachers will insure a bright one.

As a secondary mathematics teacher for many years, as both a middle and high school teacher I've noticed how crucial a good middle school math background is to the child's success in the more intricate high school math classes. I teach math concepts clearly, relating them to the math the student already knows. Motivation is a key to a child's success in any subject; I make sure I challenge the student's intellect through imaginative kinesthetic activities, games and tournaments. I also focus on the end-of-year SOL...it's never too early to start preparing him or her for that. I've been privileged to help many kids overcome their math insecurity by showing them success from our collaboration.

Pre-calculus or Math Analysis can be a bit of a struggle if the student's past math skills are stale or forgotten, and/or if he or she had a bad math teacher along the way. I first most importantly focus on continual support of the student with his/her homework to help stabilize and bring up the report card grade. In between this, I assess what the "lost math skills" are from previous years and build them up during my collaboration with the child. Relearning these previous skills will bring with it more student self-confidence and make comprehending precalculus easier from then on.

Probability is an interesting topic. If you think about it, chance impacts an amazing number of material decisions you make in your personal life. Should I play the lottery? Do I need insurance for a catastrophic event? Should I invest in this stock? What brand of a product should I buy? It's important that you understand the chance of success from any decision that you make. If you understand quantitatively how the probability of an event is arrived at, you can make better decisions.

I have taken probability and statistics classes both in undergraduate and graduate school, and I've have helped quite a few students taking both online and on-campus probability and statistics courses because, from experience and continuing practice, I've learned to teach it by breaking down and explaining the main mathematical principles of chance and giving clear examples that students can relate to. These are classes with many concepts, and I unite all this information around these main principles. Most importantly, I stress with probability students which formulas to use, how and why, for any situation you may encounter in your homework or in the lab. If you can build self-confidence in yourself as you take the class, it actually can be a fun and rewarding experience.

Off and on throughout my extensive teaching career, I have helped more than a few students pass the PSAT and SAT. I assess initially questions missed on both the mathematics and verbal pretests, teach all skills the student needs to just review or to learn, give him or her test strategies to effectively apply this knowledge to solve problems and carefully coach them through as many practice tests as he/she needs to successfully put these skills into action, and, most importantly, to feel confident enough to be able to say "I've got this test!"

I have been very successful preparing many students for the SAT. The difficult sections for most applicants are the math and sentence completion sections. After giving a student a practice SAT to diagnose weak verbal and math skill areas, I focus on knowledge, test strategies to effectively problem-solve, speed, discipline and self-confidence.

SAT math problems are posed at five levels of difficulty 1-5 (you see these numbers next to the test answers in the blue Official SAT Study Guide by collegeboard). For a test taker to score in the 500s on the math portion, he or she must have mastered up to many of the Level 4 problems (through Level 5 to score in the 600s). I pay close attention to gradually increasing the difficulty of the problems as the student progresses to strengthen and keep the student confident.

An SOL test measures the minimum a child knows about a subject based on a meticulous SOL-driven curriculum. For the past two years I have prepared students in all grade levels for the SOLs in addition to the remedial services they need in their current schoolwork. In many cases, the child must pass the SOL to pass the class and/or be promoted to their next grade. This can be very threatening to students. Whenever I tutor a student underachieving in math, English, and/or writing, at least several months before an SOL test is given I start each teaching session with several SOL sample questions from previous tests given. This allows me to assess where a student's learning problems may still be. I increase the number of SOL questions we work on as the test administering date nears; this both increases the child's experience with the SOL test and builds his/her self-confidence, the key ingredient to her/his continuing motivation to prepare and the ultimate good score on the actual SOL tests.

In my over thirty years of teaching experience, I have taught, both in classroom and one-on-one situations, many students with IEPs, including those with emotional, cognitive processing, and ADHD disabilities. A teacher or tutor can help any student see success by observing his or her preferred learning modality and style, and by carefully and clearly instructing in that style. The student is motivated by confidence he or she feels with each small accomplishment. Ever-present positive rapport with the student is very important. And I am particularly inspired with the new success this student is achieving.

Statistics is not difficult to understand and use if it's taught competently by a supportive teacher. Over and over again, however, I run into statistics students who were never confident with math, and now are confused and discouraged about their math class. On top of this, many of these students take part of or all of statistics online. Internet learning is a rapidly increasing source of instruction, but it does not work without the student having a way of asking questions to a supportive instructor. In statistics teaching, online support is scarce at best.

When tutoring a confused and disheartened statistics student, I explain the stat concepts clearly, answer all questions, and show him or her continuing success so I can say, "You've got math ability and you can do this!" Self-confidence is critical here.

As a teacher with close to forty years of instructional experience, I have taught secondary mathematics, grammar, writing, social studies, and classroom driver education. No matter what the subject is, for a student to meet all grading requirements of any class, s(he) must know how to confidently take notes, keep them organized, induct main ideas from facts, and remember these ideas. As a professional student currently with a bachelors and working on a masters degree, and as a successful teacher who has closely observed the many ways students learn and relearn what they forget, I know a successful student is one truly motivated by self-confidence. By showing young people how to listen, shape out of information the important inferences, and organize these inferences in notebook, on paper, and in mind to convincingly, accurately, and effectively communicate, I almost always show students how to function best in their classes and improve their grades.

As a prerequisite for admission into some of the nursing schools, a good score on the TEAS Test is critical. This is attainable to any candidate with clear instruction on material s(he) forgot and must relearn, lots and lots of practice. Increasing self-confidence is extremely important for an optimal test score and the drive to study.

I have prepared several students for the TEAS test (references available) in a one-to-one setting, and each student required about a month of preparation. With pictures, charts, gauges and graphs expressing information along with the reading passages, the Reading section has a lot of mathematically-related information; I teach critical reading for each of these informational modes. Like the other standardized tests I prepare students for, I diagnose the candidate's weak math areas and provide both easy-to-understand instruction and lots of between-session practices. I have found that getting students prepped for the TEAS test and past their fear of the math portion (in particular) gives them the incentive to "get the job done," to study and to pass the test.

I have quite a few students misunderstand the main concepts of trigonometry. Trig calculations involve some algebra, and this is where many students have troubles. Many times the inability of the teacher to teach the concepts at the students' level is the reason. I give clear explanations to students about the math, and many examples. After this, I give a student sample problems to build up his independence, speed, and the essential confidence he needs to improve grades.

For me writing is a good respite from doing math problems. I've worked with a good many students and have helped them prepare essays that stand out for their interesting and well-organized content. I have also taught students all the ingredients for writing the exceptional term paper. Good grammar is expected by whoever asks you to write your paper. I teach the writing student the rules to correct any faulty grammar and to not make any additional mistakes.

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