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Executive Functioning Tutoring in Houston, TX

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Experience Executive Functioning tutoring by highly credentialed tutors in Houston, TX. Top tutors will help you learn Executive Functioning through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected Executive Functioning Tutors in Houston, TX

These Executive Functioning tutors are exceedingly qualified to help you reach your goals. They come from such prestigious universities as MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and other leading schools.

How your tutor helps you master: Executive Functioning

IDENTIFYING EXECUTIVE FUNCTIONING GOALS

Our educational director will build your personal Executive Functioning learning profile, including strengths and weaknesses.

UNDERSTANDING NEEDS

Your instructor will identify your current Executive Functioning skill level, as well as specific weaknesses to be addressed.

INDIVIDUALIZED LESSON PLANS

Personalized instruction will teach you how to address your weaknesses, polish your strengths, and succeed.

Recent Tutoring Session Reviews

The student and I worked through challenging concepts in her consumer behavior class. Specifically, we worked on understanding value ratio, classical conditioning, operant conditioning, diminishing marginal utility, and opportunity costs.

We continued Chapter 11 dealing with the differences of private property vs common property. Went over Common resources, rivals, and other negative externalities. At the end of the session we went over 5 sample test questions in preparation for his exam.

I met with the student for two hours last night, and we went through his micro review packet for his final exam. We discussed Cobb-Douglas Utility Functions, and finding optimum quantities in terms of prices and income. We also discussed how to calculate price and income elasticity of demand using the optimum values of q. We also discussed how businesses find profit maximizing levels of output under perfect competition and monopoly. We worked on solving an equilibrium model given aggregate supply and aggregate demand with and without taxation, and used Total Cost functions to find a delightful variety of other cost functions.

The first student and I worked on his Language Arts homework dealing with personification. We worked on trying to find lyrics in a song that used personification, and then he had to depict those lyrics in a document. We talked about why the lyrics were specifically personification, and then came up with ideas to depict them. The second student and I worked on her long division and simplifying fractions.

The student finished the homework over chapter 12 and 13 that covered: marginal/total revenue, total/marginal costs, the curves associated with marginal/total costs and revenue, average total costs, break even point, social cost, social benefit, price discrimination, and perfect competition.

In yesterday's session we started preparing for the student's final. We went over the earlier chapters that we had not previously covered and were on her second exam. She did pretty well with this stuff. It came more easily to her than the previous material we had covered. We plan on meeting today to go over that stuff.

We finished the homework assignment that we started on Thursday- It dealt with drawing detailed supply and demand graphs and showing what happened to the equilibrium price and quantity due to the shifts. We also went over in depth the difference between shifts of the supply and demand curves and movements along them.

The student voiced an interest in focusing on the later portions of her slides that I had requested she provide me prior to our session. We began with long run average costs, but decided that beginning with short run (which is included on her midterm) would be more inclusive to ensure we covered all of the material. We discussed the differences, the calculations, and the intuition behind profits, revenue, and costs. With the focus on total cost, total fixed cost, total variable cost, average fixed cost, average variable cost, and average cost. We did not get to covering the relationship between these costs, but did cover the intuition and mathematical derivations behind understanding the cost function.

The student and I reviewed chapter 15 in his textbook, as well as the teacher's PowerPoint slides from class. We then went over a worksheet of practice problems. We covered positive and negative externalities, interest rates, cost disease, and monopolies versus free markets.

Worked on indifference lines and mapping, the budget line, and how to derive a products demand curve from the budget line and the indifference curves. They will be working on more questions and will email notes about the work to me tomorrow.

The student was engaged and very willing to learn the concepts behind microeconomic theory. We worked on cost curves marginal and average long term and short term. Also worked on exercises on economic profit and accounting profit. Will schedule a session for Monday morning to meet on statistics.

This was our first session. We reviewed the last several chapters in the course, including Game Theory, Elasticity, and Market Equilibria. The student did poorly on her first midterm, but her professor has allowed her second midterm to overwrite her last score. During our next session we plan on doing more targeted review in preparation for the second midterm.

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