About this pro
My teaching/tutoring philosophy (for math and science) is to focus on the underlying concepts, and to get the student to understand what is really going on -- rather than merely memorizing meaningless formulae and reciting rote definitions.Â Most of my students find me both "patient" and "tolerant" (check out the student feedback in my profile on the website!) and many wind up actually loving the math or science they initially thought they hated. I particularly love those "Aha!" moments, when the student "sees the light" and embraces the elusive concept. Often, I hear students say, "why didn't my teacher show me how easy this was?" Even more gratifying is when a student who claimed to "hate math" winds up loving it and asks, "how come they didn't they tell me it was so much fun?"
Years in business32
Times hired on Thumbtack2
Number of employees6
Photos and Videos
Q & A
- What should the customer know about your pricing (e.g., discounts, fees)?1. Hourly rates vary somewhat by subject, depending upon difficulty, preparation, etc. 2. In some cases, there is an additional fee for travel. 3. Rates may be discounted for regularly-scheduled lessons on a extended basis.
- How did you get started doing this type of work?For over thirty years, teaching was always a sideline, and I enjoyed moonlighting as an Adjunct Professor at several nearby colleges. However, I also realized that, while it has never been my main "job", teaching has always been a vital part of my work (whether in scientific research, software development in industry, or in management) -- including mentoring, employee training programs, leading project teams, code reviews, etc. More-recently, I discovered that I also had a "knack" for helping individual students who were having difficulty with academic subjects (math, science, writing, etc.). Too often, their public school teachers were not able to "get through" to them (and many of these students began to lose confidence in themselves.) I realized that many of their teachers had focused so much on memorizing formulas, reciting definitions, and "teaching to the test" and rarely dwelt on understanding of the underlying concepts. Consequently, many bright students viewed these subjects as an insurmountable mass of unrelated factoids, with no coherence (and no motivation to learn, other than threat of failing grades). So often I found that, as soon as the student focused on actually learning and understanding the concepts 'e was able to solve problems with little or no reliance on formulae or rote. I have had such great success with the concept-based approach that I developed in tutoring, that I have, in turn, also begun to apply it to my college teaching -- especially when teaching "remedial courses" in the Community College.