Mr. Tyler Pederson

- See if their teacher has a prefrence on how to solve the particular problem or problems the student is working on.

~ If they don't, and if there is a formula is involved. I know the students problem is not arithmetic, but a misunderstanding of what the arhimetic is in the formula or formula's in the problem. So I will show the student why the formula or formulas work in the problem that they are using, so when they have to apply them to real life they are able to transform them in ways that are appilicable to the situation they are in, or project they are planning to partake in.

~ If the teacher has the student do it a particular way. I will encourage the student to understand again the formula's involved in the teacher's intereptation of the problem's structure, and the arithmetic behind those formula's. Furthermore, I understand the teacher's problem stucture for applied engineerlike real world problem's of many different kinds can become real difficult, but I know it can be dealt with as long as the attention to detail in the fundamentals of the arithmetic involved in each of the formulas used, meets the sophistication level of the teacher's problem's solution structure interpretation.

- Upper Iowa University:

 ~ Major: Mathematics, and Minor: Psychology

- $10 an hour and up, but 10$ an hour for anybody. I will provide any materials in the picture above, if you want me to tutor you.

~ I have a really opprotunistic like mentallity and strive to improve in what I am weakest at. So, although I love to teach, I am really - to me - better at just playing. Of which I love to play sports, dance to music, act and pretend, and play board and card games with family and friends. Teaching is, to me, not what I am best at, but it is what what I love to do.

I love it because it makes me focus, and I know I wouldn't want to be without it's aptitude for conveying what I have already learned to others.

~ Furthermore, I believe, I benifit from teaching extracurricular sporty artistic like students like myself in terms of helping them stay focused on having a algorthimic like mentallity. Thus, I trust the if - then question like thought structure. I think it generates a arithmatic fundamental developmental approach to learning, of which I support.

~ Conclusively, to me, I teach to keep the student away from being stuck in a euphoria state of inferriorority to the other students around them. I believe, when the student is in this state they can always improve, and unwillingness to do so is not something I believe in accepting. Thus, these thoughts of - to me - any student's potential is what got me into teaching itself, because they are - to me - what I learned from my struggles as a student myself, which is something I, personally, don't want to let go of.

- In Public Schools I have worked with: elementary students of all ages in all subjects a few times, middle school students in math and reading a few times, and high school students in math ten or so times as a substitue teacher.

- I have coached 5th and 6th grade student athletes at both a private and public school in basketball.

- I have taught sunday school class at a church for 6th through 8th grades for about 6 months(4 kids), and helped with sunday school music programs for kids from ages 4 to 14(15 kids).

- Learning how to use the slope equation of y1-y2/x1-x2, to figure out the slope of any given point of function again; which is also called the derivative or tangent line to the curve of the function, while playing on my nerf-like indoor basketball hoop.

- Make sure they are thorough in their mathematical problem solving techniques, but also can have fun and joke around when applying their thoroughness to real life situation's.

Think about the answer's their teachers have already given them about what their needs as students are, so they don't waste their teacher's time and ask a question that the teacher has already anwsered. Also, ask them something you know they are informed about.