Reinecke Chemistry Coaching

Introduction: Chemistry students typically have one or more of the following 3 sticking points: 1. They don’t understand individual concepts, 2. They don’t know how to disentangle multiple concepts in one problem, and/or 3. They don’t know how all the concepts fit together. Chemistry is therefore one of the most difficult academic subjects. But it doesn’t have to stay that way. My goal is to have you complete exams and problem sets with such ease and fun that you feel like superman (or superwoman). Here is how we do that. First, I identify your (student and parent) goal and any weaknesses (from past exams). Then I address each of the three problem areas stated above. To address lack of understanding of a single concept, I use clear visuals and/or analogies. For example, if you are learning about simple chemical reactions, we can use a simple arts and crafts analogy. Or, if you are learning about equilibrium, we can use a balance beam analogy. And for balancing equations, well, that’s just the same as balancing a simple checkbook (if those are still around). Next, we’ll tackle complexity. I’ll emphasis breaking things down step by step and empower you with a simple, but effective universal problem solving framework. Use it to solve non-chemistry problems. I challenge you. Then, I’ll teach you how it all fits together by displaying multiple representations of a concept (visuals, equations, acronyms etc) as well as step you forward/backward and laterally (right/left figuratively) from a current state. This will enable you to mentally navigate the complex webbing of chemistry problems. I’ll ask the student for prompts to address the prior mentioned sticking points. Many students prefer to use homework problems as jump-off points, while others prefer review packets or lecture slides from their teacher. Any of these methods work and I calibrate to the student’s comfort level. After “teaching” the student how to look at a problem/concept, we need the student to implement and internalize it themselves. This is where I test them in session and out of session. I sequence their behavioral change by assigning them (or asking them in session) problems in the following order: 1. Simple and concrete concepts/skills, 2. Complex (multiple concepts) and concrete concepts/skills, and finally 3. Complex and applied concepts/skills (the hardest ones). Within my lessons, I additionally emphasize 3 high level (meta) skills: 1. How to see the molecules, 2. How to see the molecules in action along a timeline (step 1, step 2, step 3 etc), and 3. The prior mentioned problem solving framework which they can apply to any well-defined problem in their lives. I have a PhD in Chemical Engineering from Stanford University, over 300 hours of chemistry tutoring (high school, AP, and college level), and 400 additional hours of Algebra I through Calculus II tutoring.