1) THE BASE: Ask yourself where you want to start. A building is strongest and most stable at the base. So that being said, you want to build a strong and stable foundation on the subject you want to learn. Concepts, rules, understanding play a big role when learning a subject. Grasping the fundamental ideology of a subject is the beginning of formulating the bases of understanding the core concepts. So in other words get a general picture of the subject and read the history behind it.
2) START SMALL BUT BROAD: Every subject has a broad category and a specific category. The more in-depth you go, the more confusing it can become if you don't have the general knowledge or a broad understanding of that subject. For example, you're not going to understand Calculus 2 without learning Calculus. Or understand how your brain creates memories or thoughts without understanding neurons. So by researching, reading, and analyzing the broad categories of the subject you can learn...
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1) THE BASE: Ask yourself where you want to start. A building is strongest and most stable at the base. So that being said, you want to build a strong and stable foundation on the subject you want to learn. Concepts, rules, understanding play a big role when learning a subject. Grasping the fundamental ideology of a subject is the beginning of formulating the bases of understanding the core concepts. So in other words get a general picture of the subject and read the history behind it.
2) START SMALL BUT BROAD: Every subject has a broad category and a specific category. The more in-depth you go, the more confusing it can become if you don't have the general knowledge or a broad understanding of that subject. For example, you're not going to understand Calculus 2 without learning Calculus. Or understand how your brain creates memories or thoughts without understanding neurons. So by researching, reading, and analyzing the broad categories of the subject you can learn...
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WHAT: Does the student know what they are trying to learn? Some classes move so fast that they don't even know what topic they are on anymore.
WHERE: Does the student know where to apply what it is that they are learning?
WHEN: Does the student know when to apply what they are learning? They may understand what they are doing, but do not know when to use it.
WHY: Does the student know why they are doing what they are doing? Do they know why the answer is right? This is the most important question. Does the student actually comprehend or are they just repeating?
HOW: Does the student know how to apply what they have learned at any given time? Do they know how to use these tools they were given in everyday life?
I want to have the answer to all of these questions an unhesitating "YES"

I am new to WyzAnt and I am excited to become a tutor! Let's work together and improve your knowledge and grades!!

Never have I ever done a tutoring job like this before. I am looking forward to partaking in this website and venture as a side job because it seems like a reasonable way to generate income on the side without stressing yourself out. I'm looking forward to teaching kids and passing on my knowledge of subjects through tips and tricks to make their learning easier, like it did for myself. Most of all, I can't wait to see the results from my students when they receive their grades or start to perform better at the sports I coach them in.

There are so many great math curricula out there. Some are very heavy on drills: and who can deny that drills are extremely important? Others are wonderful at demonstrating concepts....the thought processes behind working out problems. Drills can easily bore a student to death and make them feel like math is a punishment, rather than an interesting investigation. However, they seem to have some mastery of math when, in reality, they don't understand the language of math. Some children pick up on concepts so quickly that a teacher or parent begins to think the student is a prodigy and is past the drills. So the teacher tends to "zoom" through lessons, allowing the student to lose important ground that has already been gained. Eventually, this leads to a halt in the student's progress.
Obviously, this means that both concepts and drills are equally important, and a tutor should never sacrifice one for the other...
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On Friday my TV broke.
Kind of a bummer, but we'd had it for many years and it was time for it to go. Now we needed to get a new one, so we headed out to the store. In the process of our search, we realized that our old TV was at the extreme smaller end of the TVs they now sell, so we were going to need to buy a bigger one. We found one we liked, that was only slightly bigger than our old one. The big question, though, before we plunked down our hard-earned cash, was this: would it still fit on our entertainment center?
Our current TV was sold as a 40-inch model, and the one we liked was 43-inch. However, TVs are measured across the diagonal, not the width, so we needed to know what the actual width would be. My hubby got out a tape measure, and I got out a pencil and paper. He measured our 40-inch TV across the diagonal and found that 40 was actually just the screen size; the full diagonal with the frame was 42.5 inches. We knew the new one's frame was no larger...
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If you intend to write for more than 30 minutes, please consider using a text editor like Microsoft Word or Notepad. That way, you can copy and paste your finished post into the submission form and not risk losing your work because of a timeout.

We all have one: that one subject that our brains just refuse to understand, and no matter how much we study or how hard we work, we never feel like we really truly GET what is going on.
For me, that subject was always Physics. No junior high or high school teacher could ever answer the unending string of "...but WHY?" questions that I needed answered before I could understand even the most basic concepts of our Introductory course. It wasn't that I couldn't understand, but rather that I wasn't being taught these ideas in a way that made sense to me.
As an adult, Physics is now actually one of my favorite subjects to read about because I have found some books written for people just like me, people who need explanations fulls of examples and explanations and lots of pictures! I may never discover black holes or split an atom, but I now know enough that I can understand the people who do those things. :-)
So,...
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Math is a subject that I've always been excited about! So it was easy for me to do my homework. What if you don't like math? Let me ask you a question. Is math a subject that is required for you to take in order to be promoted from one grade to the next? Do you have the choice of not taking it? My point is simply this. There are many things which you and I have to do that we don't like if we want to make it or survive. Instead of telling yourself that you don't like math or that you hate it; simply say that you love what learning math can do to your quality of life or how you can conquer your fears and I promise that you will find yourself solving problems that you thought only Einstein could do. Get it? Got it? Good!

When I start a tutoring session,I first check up on my students and inquire about what they are up to or what is on their mind. Then I relate to that and segue into our goals for the next hour or so (session length). Second, I always bring up how I learn and how everyone learns a little bit differently. Thus, I encourage my students to let me know if they are not following my lead or have questions or concerns. Third, I always have my students "illustrate" outwardly how their minds are working through a problem by working entirely without assistance until they feel they have done their best. This fosters perseverance and lifts self-esteem and goes a long-way towards generating a "can-do" attitude. Then, I always make up games or riddles that challenge my students in what they are studying (Since, I predominately tutor in chemistry and math and SAT/ACT math prep, these "puzzles" are mathematical in nature.). Lastly, I mention something that relates the...
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Sure, we have all heard our math teachers say "Study for your test tomorrow." While we can all agree the importance of studying and getting prepared for an exam, not many math teachers actually tell you HOW to study. I am sure we have all spent time making flash cards, staring at our notes, or watching last minute videos on youtube, only to realize the test results often don't correlate to our effort. Before long, these upsetting experiences and test results created a scar in our minds, that statement we have all heard before: I am just not good at math.
The truth of the matter is, many people who have expressed their inability to understand and perform well on mathematics simply don't know how to study for a math exam. After all, those negative signs and multiple choice questions are often so tricky, even though you calculated every step correctly until the very end, all it took was one single mindless error that can well ruin the entire result. If we closely...
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Calculus I Practice Problems and Curriculum
http://tutorial.math.lamar.edu/Classes/CalcI/CalcI.aspx

Wow, what a year it has been! I always thought I wanted to teach middle school math, but somehow ended up teaching high school math my first year. Teaching high school math was awesome, but I was working too far from home and decided to find a job closer to home. I scored the perfect job (or so I thought) at the exact middle school that I attended! It was wonderful to be back and on the other side of things. This year was crazy, but in a good way! I definitely love teaching middle school better than high school, and I have a gracious understanding for the age group. Being able to embrace the goofy personalities is a must! My students and I had a fun year together, and I'm sad it came to a close. But I will still be teaching middle school math (6th and 7th grade now) at a different school. While I love teaching math in general, I can honestly say that I have a preference after teaching at both levels. I've always been told that I'm "crazy" and must have a lot of patience for...
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Anybody within Southwest Louisiana looking for help in math? I am willing to help.

Hi everyone!
I've had years of experience with teaching and tutoring math and science, and I've been a student of science and math myself. Some of my students have asked me about strategies for learning math and science concepts that are fun and effective. Here are two quick tips to help you ace that next test or homework assignment. Good luck!
Make connections between what you're learning and what you'd actually like to learn.
This tip is for people who are learning concepts that don't interest them very much (yet) and are interested in lots of other cool things. Are you learning about graphing inequalities but you're not really a fan of pre-algebra in general? Have a parent or a friend make up word problems about real-life situations that would be interesting to you! Don't like geometry but you're a big fan of dinosaurs and volcanoes? Maybe making up your own problems where you need to figure out how the velocity of a rock that was blasted out...
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When you have to take the derivative of 2 variables being multiplied, we use the
product rule. If we have f(x)g(x), the derivative will be:
(f(x)g(x))' = f(x)g'(x) + g(x)f'(x).
Now, the primes can be a little confusing when you are learning how to apply this for the first time, so lets denote the number 1 to f(x) and the number 2 to g(x), where 1 refers to f(x) and 2 refers to g(x). The product rule becomes easy to memorize.
Sing it to yourself: 1d2 + 2d1
Whenever you have a "d" in front of the number we denoted for the first part of the function, you take the derivative, and if there is no "d", we simply copy the exact same function.
Example: (x+4)(x² - 1)
Here, your 1 = (x+4) and 2 = (x² - 1).
We compute 1d2 +
2d1 =
(x+4)(x² - 1)' + (x² - 1)(x+4)'
Notice that the functions you need to take...
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For anyone serious about getting the underlying concepts of Math, I would recommend Art of Problem Sovling's website and books. (artofproblemsolving.com). Check them out!

I remember going to school and feeling like something was wrong with me because I was good at mathematics. Especially, since nearly every teacher felt the need to re-iterate how girls were not as good at mathematics as boys based on what ever random statistics at the time.
However, I excelled and kept going. I got a degree in mathematics. So, what made me different from all the other girls that got discouraged. Natural ability for mathematics; however, when I reflect that's not the whole story. As I went to college, there were other girls that were great at mathematics, but once again got discouraged. So, what made go on to pursue degrees is Computer Science, Mathematics, and Computer Engineering.
I got the same discouraging information as everyone else, but I kept going. Why?
1) "Fighter" Personality
My personality is such that when someone tells me that I can not do something, then I wanted to fight that much harder to prove them...
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Although new to WyzAnt, I have tutored mathematics for the past four years at college. One thing I notice among many students is a great deal of annoyance towards mathematics. They feel mathematics to be too abstract, rigorous, relentless, and just plain boring. Most students either prefer a subject they will end up using in "real life", or a subject that gives them a sense of wonder.
However, the amazing thing about mathematics is how truly wonderful it is for me. Most people who see my attitude towards mathematics (including others who are reasonably adept at math) find this odd or misplaced, and I fully understand their lack of sympathy. Perhaps you are one of them. But I can assure everyone reading this there is something truly mysterious about mathematics that breaches the very foundations of astonishment and awe.
Take prime numbers for example. It's pretty clear that you can take any whole number and decompose it down into a product of prime...
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