University of Pennsylvania (Psychology)
University of Pennsylvania (Master's)
St Michaels's College (Colchester VT) (Master's)
You are here because you want help with your study and learning skills, your motivation and study habits, and perhaps to gain a better understanding of specific academic material. Maybe you just need to improve your grades in a subject or get ready for a major test, like the SAT or ACT.
I was fortunate in my academic upbringing. I was reading by age five, and wrote my first short story at age 6. I have enjoyed a lifetime of learning, either for a specific purpose - grades in school, getting a top score on a test, or learning a skill - or just for the fun of knowing something new. Thanks to my parents and some great teachers, I acquired the skills needed to learn anything effectively.
The good news for you is that these are teachable skills, and I can help you acquire them for yourself. More than anything, I will help you see that adopting learning as a lifestyle makes any academic or intellectual pursuit enjoyable, and a lot easier.
I was one of several National Merit Scholars in my high school graduating class. I studied clarinet with some gifted and well-known teachers, attaining a technical mastery of the instrument, won a national prize for English composition, and, thanks to a terrific chemistry teacher, developed a love for the subject.
In my senior year at the University of Pennsylvania, I did groundbreaking research in behavioral modeling; the study was published in a major scientific journal. Along with my main language study (6 semesters) of German, I took French and Dutch just for fun. After two years as a chemistry major, I finished with a B.A. degree in psychology.
I received a Master’s degree in experimental psychology at the University of Pennsylvania, and completed most of the required coursework for a Ph.D. During that time, I published a study in Social Psychology. Throughout my three years of graduate study, I was a teaching assistant and tutor for undergraduate psychology students.
While still running my business, I went back to school. At St. Michael's College, I completed the coursework for a graduate degree in clinical psychology. During that time, I wrote a thorough review of the scientific literature connecting stress, trauma, and brain physiology with psychiatric disorders.
So … "good for that guy", you are thinking. "How does that help me?"
Good question! Throughout my life, I have had a compulsion to share what I know. In my business, as a bandleader, now as a psychotherapist, I have always been in the position of teacher in circumstances where results really counted.
So I have worked hard to learn one more thing: How to communicate effectively so that information is absorbed, understood, and used effectively by my student. I have had some great teachers to serve as my models. This, along with a broad and deep understanding of human behavior, makes me an effective teacher – not just in general, but for YOU.
When you and I work together, it will be my job not to give you answers, but to teach you how to find them; not to solve your problems, but to teach you how to do so. There are likely to be issues of motivation and goals, so we can explore what might be keeping you from making your best effort. I can also help you study for and get better at taking standardized tests.
I promise that our sessions together will be interesting, challenging, and, if you do your part, rewarding and satisfying. This is not to say they will be easy. But intellectual pursuits are a great deal like athletics and physical fitness: Once you get in shape and have the basic skills, it's a whole new experience. You are here because you want help with your study and learning skills, your motivation and study habits, and perhaps to gain a better understanding of specific academic material. Maybe you just need to improve your grades in a subject or get ready for a major test, like the SAT or ACT.
I was fortunate in my academic upbringing. I was
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.
I am currently a psychotherapist working with children and families, and passed the Vermont State Licensure exam in Psychology in March, 2012.
When tutoring a child with problems of attentional focus and self-control, I find it desirable to engage the child's family in modifying the child's non-academic problems, so that learning may proceed with less difficulty.
My first exposure to the behavioral profile that is now known as ADHD was in 1971, at a state hospital in Pennsylvania. I have treated many children who have received diagnoses of ADHD, or who exhibited the behaviors associated with that disorder. In most cases, improvements may come quickly if we address cognitive-emotional burdens the child may be experiencing, and looking for improvements in the child's environment and mental hygiene. These may include exposure to family conflict, bullying or other peer conflict, lack of sleep, too much use of electronic devices, etc.)
I started my first for-profit business at the age of 6. From 1976 to 2011, I owned and managed a corporation which engaged in the manufacture of gift products and toys, shipping and freight forwarding, and internet retail (e-commerce). I have substantial knowledge and experience in practically every phase: strategy and marketing, inventory management, Manufacturing process and quality control, sourcing and purchasing, finance and cash flow, credit control, personnel (including Federal and Vermont Labor and safety laws), product safety and regulation, website management (including Search Engine Optimization, and on and on.
In 2012, I was hired by a Vermont agency as an advisor to small businesses recovering from the 2011 floods.
Some kids played sports in school; I played the clarinet. I started playing at age 7, self-taught. My folks decided I was good enough to spend money on for lessons, so lessons started at age 8. My serious instruction started at age 12, when I started playing recitals. In high school, my teacher had been the first clarinetist for Stokowski's Houston Philharmonic. I achieved mastery of the technical aspects of the instrument, and a solid knowledge of Baroque, Classical, and French Impressionist literature. In later years, I loosened up and learned how to play jazz, too. I have a solid knowledge of music theory and composition to accompany my playing.
I have been a band leader in many settings, and am a natural music teacher.
I have been working with children from age four to college age, at all levels of cognitive ability, since 1971. Since 2002, my efforts to help children improve their life experience have often focused on cognitive development, including attention, motivation, and school performance. When necessary, and with the permission of parents, I interact with teachers and help coordinate school-based studies with the child's academic activities at home.
Mathematics is really just a very efficient and functional way to describe the world. I show students how almost anything can be described in efficient mathematical language. The next step is to show that manipulating this mathematical description can reveal new things about the world that can seem almost magical. This approach is the basis of teaching math so they can be used for a lifetime with minimum discomfort and anxiety, and maximum enjoyment.
I have spent a lifetime developing skills in finding interesting information, and writing about it in a way that engages and informs the reader. I am able to teach these skills, as well as all the technical skills that are needed for writing good, literate prose, to people of all ages. A key part of my method is to acquire an accurate understanding of the special goals and learning needs of each student, and to develop a unique teaching program for him or her.