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David: Weber State University tutor
Certified Tutor
Hello, my name is David and graduated from West Virginia University. My majors are chemistry and biology and have a lot of background in math subjects as I do go to an engineering school. I look forward to working with you!
Education & Certification
Bachelor of Science, Chemistry
Tyesha: Weber State University tutor
Certified Tutor
...camera and microphone are always on during sessions, emphasizing my commitment to student growth and success. My passion for teaching extends beyond the classroom, as I constantly seek professional development opportunities to enhance my skills as an ESL and English tutor. With a compassionate and creative approach, I aim not only to improve knowledge but...
Education & Certification
Bachelor of Science, Financial Forensics and Fraud Investigation
Ananya: Weber State University tutor
Certified Tutor
...name is Ananya and I attent Virginia tech as a Pre-health or buisness/managament student!. I am looking to help out younger kids with fundemental math, reading, and writing skills. Essay writing is a huge passion of mine and I think it is. a very important skill to learn and share. I am very easy going,...
Education & Certification
Bachelor of Science, Biological and Physical Sciences
Allison: Weber State University tutor
Certified Tutor
...development utilizing differentiated strategies and techniques to meet the academic, social, and emotional needs of my students as well as their learning potential. Previous teaching experience, my solo travels, and graduate study abroad programs have taught much about other cultures and the significance of including other cultures into my classroom, embracing our diversity and differences...
Education & Certification
Bachelor of Science, Biological and Physical Sciences
Masters in Education, Biology, General
Melissa: Weber State University tutor
Certified Tutor
...exceptionally proficient at holding virtual class meetings and small group or one to one tutoring sessions. I am passionate about teaching children to read which is why I have devoted time toward pursuing extensive training in phonemic awareness, phonics, and structured reading. I was voted the Reading Teacher of the Year at my school building...
Education & Certification
Bachelor of Science, Human Services
Master of Science, Early Childhood Education
Kate: Weber State University tutor
Certified Tutor
...Secondary Science Education. I love all forms of science and have been working as a science teacher and tutor for the past 13 years. I am comfortable tutoring all types of middle and high school science as well as math up to Trigonometry. "A mistake should be your teacher, not your attacker. A mistake is...
Education & Certification
Masters in Education, Science Teacher Education
State Certified Teacher
Tess: Weber State University tutor
Certified Tutor
...concentration in Legal Studies. I have been tutoring for a decade now in all subject areas and with all ages. I am most fond of reading, writing, and history. I adore working with others and I am always wanting to learn something new. In my free time, I enjoy reading, gardening, and pilates. I look forward...
Education & Certification
Bachelor in Arts, Political Science and Government
Brooklyn: Weber State University tutor
Certified Tutor
...a passion for learning as well. In highschool I was part of the math honor society and tutored other highschool students in Algebra 1 and Geometry. I tutor in multiple disciplines, but math is my favorite subject and I want to help students improve their math skills so they can love it too!
Education & Certification
Bachelor of Engineering, Mechanical Engineering
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Recent Weber State University Tutoring Session Notes
We went over the chapter to review for her upcoming test. I explained a few concepts to her which she grasped quickly. We went over similar triangles and showing similarity by SSS and AAA. We also went over a few questions she had.
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The student and I began this session by going over his chapter 11 test. For the test corrections that he had problems with, I wrote more practice problems. We spent some time solidifying his understanding of rational vs. irrational numbers, and a good 20 minutes working on converting decimals that have a repeating pattern into fraction form. We had a bit of time at the end to work on another practice worksheet that he had been assigned, which reviewed ch. 10-11 concepts.
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We finished up division word problems today. These were 3-digit numbers divided by 1-digit numbers and the final problems had no remainders. He did really well with these! We then moved on to division of 4-digit numbers by 1-digit numbers. He has got the steps of the process down (which is impressive as they are lengthy) and it seems his biggest difficulty was the actual calculations. So we took a break from this today and created a multiplication table for 1-9. He was very happy with the result and how helpful it was during subsequent division problems. Although the table is in my handwriting, he gave me all the numbers to fill in!
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We started reviewing logical reasoning as presented in his book: introduction to if (hypothesis) then (conclusion). He also went through his homework, and for each question he gave his answer and the ones he was in doubt or got wrong we analyzed together to reach the right answer. After that, we advanced to the next week's class through the study of simple proofs. He practice 4 proofs by himself and he did it very well. He told me he understood everything and he seemed to be more confident with the material given in class. Overall the wins from this session is that the student had a better understanding of the proofs and he is ready to keep moving forward.
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We covered the squeeze theorem and how that applies to limits going to zero. The student didn't seem to have any problem with that and was learning it fine. We then moved on to a more difficult part of differential calculus which is implicit differentiation. He actually understood this better than I had anticipated and he was able to solve related rates questions very well and efficiently. We spent a short time on Euler's identity involving complex exponentials and how it relates to sine and cosine. We then went on to talk a little more about the limit definition of the derivative, and how there are two different definitions that both give you the same result. I showed him how one definition is better than another in some contexts, Overall, the student has a very good grasp of calculus so far.
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The student continues to improve at such an incredible rate! His fluency is increasing dramatically, and he is gaining confidence in reading aloud. We are now focusing almost entirely on reading comprehension, with a review of flashcards at the beginning of each session. He really needs to focus on sequencing -i.e. figuring out what happened at the beginning, middle, and end of a story. He can typically recall what's happened at the beginning, but the middle and end can get a little confusing for him. Asking him to recall what happened at the beginning, middle, and end of the story after reading is a great activity to do at home!
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