### Dan

I am a recent graduate from Sam Houston State University with a Bachelors of Science in Physics and a minor in Mathematics. My personal teaching style is to help the student deduce methodologies in order to help commit them to short term memory, and focus on practicing with a linear difficulty increase as the skills of the student improve in the methodologies to finding solutions. I constantly reinforce prior material as prior material is often used as building blocks for higher maths and sciences. I tutored at the math and physics tutoring center at SHSU, where I assisted in instructing students in introductory physics and calculus/trigonometry/algebra.

In terms of Physics: I've studied Newtonian mechanics, introductory and advanced Electromagnetic courses, Optics, Hamiltonian mechanics, thermodynamics, statistical mechanics, special relativity, circuit analysis, optics, and quantum mechanics.

In terms of Mathematics: I've studied introductory algebra, linear algebra, Calculus (I, II, and III), ordinary differential equations, and introductory mathematical logic courses.

I look forward to helping the students of tomorrow achieve their respective maxima (a mathematical joke/reference!) in whatever fields I can assist them with.

Sam Houston State University - Bachelors, Physics

GRE: 320

GRE Quantitative: 160

GRE Verbal: 160

10th Grade Math

11th Grade Math

12th Grade Math

C++

College Physics

Electromagnetism

High School Physics

Java

Quantum Physics

Technology and Computer Science

What is your teaching philosophy?

Firstly, it is ESSENTIAL to create a sufficient level of comfort with the student. By achieving a strong formal or informal rapport quickly, the student can focus completely on the material. I suppose you could call this the destruction of the social barrier. Ideally, the tutor and student can henceforth proceed to focus on learning and practicing without worrying about getting answers 'wrong.' A certain professor I took at my university would chastise students for incorrect answers to lecture questions, when we were merely attempting to probe into a learning dialogue with what was (in his position) a leading question to the next point in his lecture. The fear of embarrassment weakened the learning atmosphere of the class, and I'm sad to say that I did not get as much out of that class as I wish I had. Accordingly, I seek to avoid making such mistakes in any tutoring sessions that I undertake. I believe that the relationship between tutor and student is not a leader-follower relationship; instead, the tutor takes a 50/50 active role in the presentation and educational processing of material. This is achieved by helping the student to logically deduce the methodologies in order to internalize the methodology into short-term memory. After continuous practice with introductory problems, the difficulty ramps upward in a linear manner and provides a soft introduction to more complicated uses of the aforementioned methodologies. Therein, the student internalizes the methodologies into long term memory, which is essential to the educational success of the student. In the presentation of the material, if the methodology to a solution is not logically deduced easily, the tutor must actively explain and reinforce prior knowledge to (step-by-step) lead the student toward the answer. In this manner, the student will not be lost at any point.

What might you do in a typical first session with a student?

It is key to make the student feel comfortable discussing any misunderstandings within the session's material. There is nothing wrong with not understanding concepts, and to be able to deal with misconceptions preemptively allows the tutor and student to achieve the best results from a tutoring session. So, I will always begin by making the atmosphere of the session relaxed, if possible. Secondly, I will try to establish an environment of ease that will allow the student to directly speak their mind without fear of judgement. I'm here to help you, so please let me!