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Tulip: Charter Township of Clinton tutor
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...Bachelor of Sciences in Public Health, with a minor in biological sciences. Since graduation, I have been working for a healthcare company in a strategy and operations role. While I tutor a variety of subjects, I've always had a strong passion for math and its versatility. I believe every student learns and synthesizes material differently...
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Bachelor of Science, Public Health
Niveda: Charter Township of Clinton tutor
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...University, I am incredibly thrilled to begin tutoring students in related subjects. My approach is centered on fostering curiosity and critical thinking, creating a supportive environment where students feel empowered to explore complex concepts. I strive to connect the subject matter to real-world applications, making science both relatable and engaging. Witnessing my students' growth and...
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Bachelor of Science, Biochemistry
Alyssa: Charter Township of Clinton tutor
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...AP U.S. History training and have successfully guided students through honors-level U.S. History coursework, with a strong focus on critical thinking, historical analysis, document stimulus questions and writing DBQs and LEQs with confidence. Whether you're aiming for a 5 on the exam, need help building stronger essays, or want to boost your class performance, I...
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Bachelor in Arts, History
Master's/Graduate, Social Studies Education K-12
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Radeyah: Charter Township of Clinton tutor
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I am currently a freshman in college! I am currently enrolled in Rutgers University, majoring in the 6-Year PharmD Program! I have been tutoring for over 3 years now, and I love tutoring in English and Biology. My tutoring style is doing practice problems and visual organization!
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Bachelor of Science, Pharmacy
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Recent Charter Township of Clinton Tutoring Session Notes
The student has her Algebra II EOC tomorrow. We worked through an EOC packet tonight. This covered a wide range of topics that she has seen this year. Overall, I thought she did really well. There might have been two or three problems out of 40 that she had an issue with. She should feel very confident going into the EOC. I also reminded her throughout to take her time, and if she was unsure how to do a problem, to try to use the answers to work backwards.
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The student and I reviewed his EOC Algebra quiz and EOC review practice sheets. He performed fine on the quiz, but he made a few mistakes, so we reviewed the following concepts: simplifying expressions, graphing inequalities (understanding shading above or below line, slope, and y-intercept), calculating the perimeter of isosceles triangles, factoring polynomials, calculating percent increase (with specified formula), identifying independent and dependent variables on graphs, in table values, and in equations, calculating the slope of a line (using x- and y-coordinates of two points), and solving systems of equations. I allowed the student to be more independent while walking us through each problem's steps since his End-of-Course exam was the following day. I encouraged the student to remember to use some of the problem-solving strategies we discussed for the exam and to carefully read each question.
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In this session, we finished reviewing problems in absolute inequalities (e.g. tolerance of recommended air pressure for sports balls), regular inequalities, and deriving algebraic expressions. The student was a bit rusty on these still, but I had her find the answers by pointing some questions at her that she readily answered.
We spent the rest of the session reviewing the various aspects of functions (inputting an 'x' into the function, rearranging equations, properties of graphs, domains/ranges, and more). The student had some trouble here, but I will send her some appropriate practice from an online resource that she should review on her own, in order to solidify her understanding of the aforementioned topics.
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We reviewed for another quiz for the student. Her quiz is on factoring quadratic equations, rationalizing denominators, simplifying radical expressions and solving quadratics using the square root method.
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We reviewed for the students' math test retake. Both boys had a few easily corrected mistakes. They made improper fractions into mixed numbers thereby making some of the answers incorrect. We discussed how to fix this issue and reviewed prime factorization.
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We did a review of motion problems (velocity, displacement, distance, and speed) based on the student's class worksheet. I changed some problems in his worksheet. I also introduced him to two of the next topics that he will cover in class: projectile motion and Newton's Laws of motion (F=ma).
He is seems to understand the concepts during the session. I am impressed with the way he answered problems, without my guidance, in class. According to him, he felt he was ahead of the other students and corrected 'their signs for velocity or displacement' for objects falling under gravity.
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