I have been tutoring and teaching since 2013. My subjects include Mathematics (Elementary, Pre-Algebra, Algebra I and II, College Algebra), test preparation (ACT,SAT,GED,GRE), reading and writing.
I am currently pursuing a M.Ed degree and have mastered the latest and greatest methodologies of teaching borne out in research. I am passionate about breaking down the bariers that keep kids from being confident learners owing their own pathways to success. I believe that I can play part in promoting your teenager's achievement. My experience as a private tutor and as an instructor at Huntington Learning Center, Schoolhouse for Math, and my teaching experience in Chicago Public School system have shown me that students don’t dislike reading or hate math. What they hate is being confused, intimidated, and embarrassed by numbers and letters. With understanding comes passion, and with passion come growth and achievement. I believe that I possess unique insight into the way young people understand and appreciate math and reading. My approach is free from memorization and is based on a proven program to build knowledge upon what students already know—this helps them learn and starts boosting confidence right away. I begin with my clients by having them take a customized assessment which pinpoints their learning needs. This assessment process determines (with great accuracy) exactly what the student knows and what they need to learn. My assessment reveals each specific skill area that needs to be mastered.
Instruction is based upon a customized learning plan for teaching the concepts the student needs to master. The learning plan identifies the skills and concepts needed to meet the specific learning goals for your child. I use a combination of my own study materials and proven instruction techniques to ensure your teenager's mastery.
I also have had much success coaching writing, to my GRE, ACT, SAT and GED students as well as my younger students. Because my degree is in Chemistry, not in language arts, my writing is free of the characteristics "chip on the shoulder" that English teachers cannot escape from when teaching. My instruction is geared to intuitive mastery of language that every English speaker already possesses. Marked increase in writing ability comes from one's reading experiences, one's ability to eliminate redundancy, unneeded wordiness, colloquialisms, while promoting proper sentence subordination, the use of synonyms, logical thinking, and unity and coherence of paragraph structure of one's writing. While I am versed in the fundamentals of these skills, I myself obtained proven excellence in the use of language while polishing my own writing techniques over a long period of time, having produced hundreds of carefully polished pieces of writing over the span of my career in the various industries.
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My approach is free from memorization and is based on a proven program to build math knowledge upon what they already know—this helps them learn and starts boosting confidence right away. I begin with my clients by having them take a customized assessment which pinpoints their learning needs. This assessment process determines (with great accuracy) exactly what the student knows and what they need to learn. My assessment reveals each specific skill area that needs to be mastered.
Instruction will be based upon a customized learning plan for teaching the concepts the student needs to master. The learning plan identifies the math and language concepts needed to meet the specific learning goals for your child. I use a combination of my own study materials and proven instruction techniques to ensure your child masters these concepts.
B.S., M.S. Illinois Institute of Technology
M.Ed candidate DePaul University
$35 per hour
As a young adolescent, I remember musing about teaching kids in exactly the grades into which I was enrolled. I dreamt of my peers in the third grade hanging onto my every word, riveted, as I uncovered the mysteries of long division or wowed them with a bombastic science demonstration in the seventh grade. Though, admittedly, devoid of a singing voice or musical ability, I thought in secret about conducting a school choir.
After obtaining a degree in Chemistry, I decided to work in the Industry. And yet, in a way, I had been an educator. For example, as part of my job in engineering semiconductor manufacturing processes, I had to explain complex chemical reaction phenomena to equipment operators or impart understanding of principals of devices to companies’ sales forces. I also provided training to clients as means of facilitating confidence, comfort with various technologies and connection to the product or a concept. Whether presenting papers at a professional conference, or proofing semiconductor manufacturing processes, or serving as technical consultant to sales and marketing, I was especially adept at taking complex scientific or mathematical concepts and breaking them down to the level of comprehension of a lay person or a professional of a varying discipline.
It is not surprising then, that education is what I thought of at a time of my professional renewal. Furthermore, to hone my art, I have enrolled at DePaul University and am working towards obtaining a M.Ed degree.
I teach because I want to make a difference in the world and do good for the future of my country by helping promote equitable, personalized, compassionate, and intellectually engaging education that produces active, well-informed, intellectually curious and productive citizenry. I want to impart strategies for achievement and competence in Mathematics, Letters, and the Sciences to my clients and do so in a way that promotes critical and creative thinking, analytical abilities, and problem-solving skills, as well as written and verbal communication skills.