About
As a tutor I emphasize acceptance for kids so they can get all of the self-judgment out of their heads and discover that they are capable. Not only of doing math, but of thinking for themselves, gaining confidence in their ability to solve problems, and being able to stay with frustration and doubt until the answers are found. I allow kids to function at their own natural pace, and am their partner in moving forward with each step of their individual learning process and capacity. When I really get it right, kids discover not only how valuable math is, but that it's really cool!
My architectural studies involved a lot of math and engineering, to the point where I took one more calculus class than I needed! I loved algebra, geometry, and trigonometry. But my skill at higher mathematics doesn't prevent me from aligning with kids who are facing the basics.
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CHARLES M.
Frequently asked questions
What is your typical process for working with a new student?
I start by learning about my student, what they are confident with and what they are not, and hopefully, how they feel about math and the learning process. I start with experiencing success together with what they know, and then I move to being OK with what they don't know, making sure they know it's OK to not know, even to fail. My goal is to help them learn how to learn, by learning together, rather than imposing expectations. I am committed to a supportive process that uses appropriate goals and objectives, move at the pace of the student (pushing just beyond the comfort line at times), with complete acceptance of where the student is at any given moment.
What education and/or training do you have that relates to your work?
I have been a trainer for over fifteen years, having studied in the training and develpment program at the University of California Berkeley. I am a publish author and journalist, with a special knack for taking complex topics and making them understandable.