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Ahmed: Quincy tutor
Certified Tutor
...basic elementary addition and subtraction to Calculus 1 and 2 topics, and English, from teaching children to read more effectively to helping students understand themes of different classical works. Aside from that, I've worked as an ABA therapist on and off for the last 2 years. As someone who has ADHD himself and a younger...
Education & Certification
Bachelor of Science, Statistics
Andre: Quincy tutor
Certified Tutor
...goals you set your mind to. My enthusiasm for physics and mathematics not only drives me to share knowledge but also inspires my students to find joy in learning. Outside of tutoring, I enjoy exploring the intricacies of engineering and staying active through hiking and sports, which keeps me grounded and connected to the world...
Education & Certification
Bachelor of Science, Aerospace Engineering
Franklin: Quincy tutor
Certified Tutor
...as AP Physics, high school algebra, and various mechanical engineering courses including statics and thermodynamics. My passion for physics, ignited during high school, drives my tutoring approach, which emphasizes understanding concepts through visual aids and hands-on problem-solving. I believe in tailoring lessons to each student's unique learning style, fostering a supportive environment where students feel...
Education & Certification
Bachelor of Science, Mechanical Engineering
Test Scores
ACT Composite: 36
ACT English: 36
ACT Math: 36
Calvin: Quincy tutor
Certified Tutor
...helping students build their confidence in Algebra 1, Algebra 2, and Geometry. With over two years of tutoring experience, I focus on helping students understand the "why" behind each concept so they can approach problems with clarity and independence. I aim to make learning math feel relaxing and even enjoyable by creating a supportive, question-friendly...
Education & Certification
Bachelor of Science, Accounting
Test Scores
SAT Math: 790
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Recent Quincy Tutoring Session Notes
Student 1, student 2 and I studied for their MATH 112 final exam on Monday. We used the study guide provided by their instructor and went over their questions on the problems. We covered topics including inverse functions, synthetic division, logarithms, and exponential growth. We got about half-way through the study guide during this 2 hour session, so student 2 sent me an electronic copy of it with a list of questions they need help with for our session the next day.
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The student had several things to work on. He did part of each of his weekly assignments, each of which we'll continue on Friday: spelling unscrambling, spelling practice (he invented a game to practice, where I gave him two possible spellings of each word and he had to pick the correct one), reading/writing, and forming words from his weekly letters. Lots of language arts stuff! He also completed a math worksheet. We'll finish up all the various language arts work on Thursday. I also borrowed a sheet detailing an upcoming project he has so I can get familiar with it and well work on it more next time. (Due 5/26).
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This was our final session. I guided her through her homework -- identifying words from a word list that sound like "boy" and sound like "saw". For the rest of the session we played hangman using the words from the homework as our vocab list for the game. She is a bright girl. It has been a very rewarding experience watching her grow academically and put forth such genuine effort. I am certain she will accomplish many great things. I wish the family all the best.
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The student and I met today to go over the circulatory system and the immune system. We went through the material thoroughly until she felt a lot more confident with it. She is very eager to learn and understand everything to the best of her ability.
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In this session, the student and I covered the sections about parallelograms and rectangles. We discussed how to determine if a quadrilateral is a parallelogram or rectangle, and how to solve for values that would make that be true. We also solved problems that involved looking at four plotted points and using the distance and slope formulas to determine if the points formed a parallelogram or a rectangle.
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The student and I went over her homework packets over mean, median, mode, and range. I had her do the problems while I looked over and checked them. She was doing well with them and seems to understand the concepts. The only difficulty she had was the addition of the numbers in order to find the mean but with the second try she got the correct answer. We also went over the homework that I gave her.
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