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Christopher: North Chicago tutor
Certified Tutor
...teaching in the private school system in the city for almost a decade now. Over the years I've worked with all grade levels in many subjects areas involving the humanities, English, Social Studies, French, high school and college admissions prep, and many other academic topics. I truly love teaching students in a range of ways...
Education & Certification
Bachelor in Arts, Political Science and Government
Lori A.: North Chicago tutor
Certified Tutor
...both general education and special education. I have experience working with students who present with differing learning needs. I specialize in working with students who have ADHD, Spectrum Disorder/Autism, cognitive impairments, and general learning deficits. I teach in a way that engages students online using various platforms that kids love! Visual, auditory, and interactive learning...
Education & Certification
Bachelor in Arts, Psychology
Eric: North Chicago tutor
Certified Tutor
...committed to writing and completing, submitting, and publishing my writing globally so that others can enjoy from be entertained by and learn from my writing. So I try to impart a sense of the joy and also importance and responsibility in sharing the written word, the self-discipline and structure and always remembering the reader. Mostly...
Education & Certification
Doctor of Laws, Legal Studies
Cameron: North Chicago tutor
Certified Tutor
...a biology minor. I am currently try to apply to pharmacy schools to get a Phd in pharmacy. The way I teach is that I work with the student on a problem together and have them tell me what information is important in and problem. then I give advice how to look at the problem.
Education & Certification
Bachelor of Science, Forensic Science
Evan: North Chicago tutor
Certified Tutor
...of Science in Finance, with a core concentration and minor of Mathematics. While I was tutoring at Roger Williams, I was able to teach math classes ranging from Statistics to Calculus, and I am always eager to tackle any new Math problem that comes my way. Coming from a family of teachers, I highly value...
Education & Certification
Bachelor in Arts, Finance
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Recent North Chicago Tutoring Session Notes
During my session with the student, we worked on Act II, Scene 1 of Julius Caesar and reviewed for her assessment in Biology. The student seemed apprehensive at first about reading but understood the usefulness of reading the text out loud by the end of our session. For extra practice, I suggested that she read a commentary on Julius Caesar (intros, original text, and most especially the commentaries) in its entirety so that when she returns to reading the play in class, she will already understand the language, symbolism, and significance of the play. She informed me that she received a 96 on her research paper. I think she is beginning to understand how to use secondary resources to aid her comprehension and supplement her teacher's lessons in English class.
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Today the student and I worked entirely on probability. We reviewed the basic definitions we talked about on Wednesday - event, experiment, sample space, sample points, and how probability can be expressed as the number of ways the event in question can occur divided by the number of total possible outcomes. We then did several practice problems where she had to decide whether to add or multiply individual probabilities, and we talked about what it means to add versus multiply in these problems. In multiplication problems, each successive part of an event relies on the probability of the previous part actually occurring. We then went over the counting principle, which allows you to find all the various combinations and pairings from multiple choices (i.e. outfits you can make from 5 shirts and 6 pants). We also talked about the importance of independence versus dependence when using the counting principle. We did lots of practice problems on this, and she did really well with all of them - she is doing great with probability in general. We'll continue on Friday!
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Tonight we worked on preparing for the student's history test, math test and science test. She did well.
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Today, I introduced the student to the science section of the ACT test, teaching her about the format, question type, etc. We also went over some strategies and techniques for approaching the questions. After going over the strategies, we did some practice questions together, all of which she got correct. Due to it being so long since we went over English, I gave her a practice English test for her to complete as homework, which we'll go over next time. I also plan to have her go through a full science test next time.
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We covered PCR, DNA replication, and transcription, including the different enzymes that are present in each. We discussed the differences and similarities between PCR and DNA replication. We then discussed TAQ polymerase, heterochromatin, and euchromatin.
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The student and I discussed the fundamental theorem of calculus, the average value of a function, and derivatives. She was initially struggling in understanding the application of the fundamental theorem of calculus when looking at a graph, but she appeared to become more comfortable with it as we did more work in it. We discussed some test taking tips, as she stated she had a tendency to become anxious during a test. I spoke with her about remaining calm and doing the problems she knows how to do, and I advised her to receive the points she can get before going back to attempt the problems she was unsure of how to do. She was attentive and worked hard throughout our session. I think she will succeed long-term as long as she maintains good study habits and does practice problems.
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