Usually, I leave it to my past students and their parents to reflect on how they were transformed in confidence. Deep lesson planning is based on each student's state of readiness for deep learning and mathematical reasoning. Go to mathlabk12.com for testimonials.
The AHAH! moments are the coolest. The joy of instilling insight and independence, seeing the results of growing confidence, ahah moments, those are things rock my world--and most importantly, my student's world!
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When I meet students for the first time, I ask them to tell me a story about what math they are current doing. Just get them talking! This helps them think about their own thinking. I reiterate their informal math history in more formalize mathematical language, thus establishing a language norm. After the very first session, new students sense that they're in for a fun & productive adventure that will surely require rigor!
Originally a Math Major at UC Berkeley, undergraduate degree in Developmental Psychology with emphasis on Statistics and Clinical Research Design; graduate school at SF State to obtain a Teaching Degree in Mathematics; taught math for 25 years in SFUSD, most recently Lowell High School for 11 years: received an IISME Fellowship (1997) to teach Statistics at Hewlett-Packard in Mountain View. I retiring from classroom teaching in 2014. I now tutor college students in Calculus and Statistics, and K5 to K12 students at various levels.
$50 per hour. If two lessons, may include discount for second weekly lesson.
I have always been a teacher my whole life, frequently taking over teaching duties from substitute teachers in middle school and high school, telling fascinating math history lessons that shocked and illuminated. Students would ask me to tutor them in math, particularly athletes. I have 4 brothers and a sister. I would always help them with their math and science, or writing papers. I was always singled out to help the teacher teach. I drove across country from Maryland to attend U.C. Berkeley, lived in my car for a while while studying Linear Algebra to get into the Math program at Berkeley. I wanted to become the math teacher I always wished I'd had. I wanted to be the best. I still love it.
Mostly K12 teenagers throughout my 25-year teaching career, but occasionally middle school, even elementary; now, it's been college students between 19 and 50 year old. I had adult employees at Hewlett-Packard. Really, all ages! Math is like that!
Last week, two S.F. State students drove to my apartment in Pacifica for Calculus tutorial. Knowing they'd be hungry, I made them a pre-session dinner: BBQ chicken burgers, salad, Bai drink. They left with food for thought AND food for tummy!
Well, if they were to hire me, I would advise them to check out a key video I send them in advance of our first tutorial, one that provides an entry point so that we hit the road running. It also gives confidence to the student that I'm already aware of what developmental steps they need to streamline their thinking. This boosts our Q & A level to a higher baseline from the outset.
I'm not sure this is the right question. Why task them with trying to "think through" anything before an initial discussion? Just keep it simple. I make it safe for students to articulate what they think they need. Thinking about their own thinking--that is Metacognition. Metacognition leads to a confident "the inner voice" that analyzes, self-corrects, ruminates. One gains confidence through metacognitive self-evaluation--and doing lots of problems!
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