My name is Ezam Mohammed and have been teaching for the past 20 years. I taught online and on ground classes in Mathematics, Computer Science, and Project Management. My students are of all ages, and I have extensive experience in adopting to the different age groups to bring success to them. I get my satisfaction from teaching when students can experience an "aha moment" when they understand a concept, when they had difficulty at first. I also give the student an enjoyable learning experience by bridging the real world to the theory.In addition, I work as a senior Information Technology project manager at AT&T providing clients with network design solutions and implementation these solutions in telecommunications and computer systems in an outsourcing environment. I have designed and implemented outsourcing solutions for major industries including major banks, manufacturing, medical, and education, technical and service industries.I have earned an MSc (Waterloo), MBA (University of Phoenix), and is at present completing his dissertation for a PhD in Information Technology program at the University of Phoenix.I have taught many graduate and undergraduate courses at the University of Phoenix, both on site and online as well as in Keller/DeVry University. I also have a certification in Project Management (PMP), Green Belt Six Sigma, Lean Six Sigma and Cloud Technology. I also has a passion for teaching Mathematics and computer and project management courses in an effort to raise the level of knowledge and skills of our students.

Hey! Second year CS student at Georgia Tech. Looking to help students out with introductory computer science in a fun and lighthearted environment.

I began working as a tutor in High School as part of the Math Club, and then continued in college in a part time position, where I helped students in College Algebra, Statistics, Calculus and Programming. After college I moved to Spain where I gave private test prep lessons to high school students and also helped friends prepare for their college entrance exams. By using my broad background in these subjects I can help students see concepts in different ways, and by enthusiastically approaching problems I can help increase the student’s interest.When I am not working or studying for Actuarial Exams, I play guitar, exercise and write computer programs.

I enjoy helping students feel a sense of achievement that feeling that happens when, after struggling with and working through a challenging question together, the student "gets" it. Their eyes light up, they smile, laugh, put their arms up in a "v" and scream "yes!"... or simply says "yay" in subdued, Monty Python kind-of-way.I have an undergraduate degree in computer graphics and interactive media from Pratt Institute (2003) and a master degree in electronic art from Rensselaer Polytechnic Institute (2015).My favorite subjects to tutor are highschool math, C#, and python for data science. I find comfort in the structured logic of math and programming. It gives me the illusion that our existance can be understood and measured at times when nothing makese sense and the world feels like it's falling apart.

I am an Engineer with a master's degree in Electrical Engineering. I am a Pittsburgh native that loves to help other people learn.Whether it is math, science, programming or engineering, I can help."It is a simple feat of scientific electrical engineering only expensive blind, faint-hearted, doubting world!"Nikola TeslaI have a diverse technical background that includes various electrical engineering disciplines and information technology. My education has consisted of a blend of software, computers, electronics, controls and power systems. I enjoy taking on challenges and learning about new technologies.ears.Please contact me if you want practical lessons and encouragement to uncover the unknown and difficult.

I've been tutoring in New York City for about five years. During that time, I exploited the knowledge I'd acquired as a high school student and undergraduate, but I also broadened my repertoire to cover new topics. I've since tutored most high school, college, and graduate school entrance exams. I've worked with students of all ages on grade-level studies in math, science, the humanities and foreign languages. Students at top high schools like Stuyvesant and Brooklyn Tech are especially engaging to work with due to the challenging nature of the material and the lively mind of the student.In addition to my own tutoring practice, I've also been director of a non-profit tutoring center. Under my administration we tracked students' scores and attained the highest average grade increase in the program's history. By guiding other tutors and consulting students for feedback on their experience, I got a very keen sense of what works and what doesn't.In tutoring, I focus on results, but not to exclusion. I want to provide the student with a meaningful experience. That is to say, I aim to cultivate an appreciation for math, science, and/or the humanities that will last into college and their career.Unwilling to compromise my love for language or my affinity for math and problem solving, I am currently pursuing a Master's degree in Computational Linguistics, the interface between computer science and human language. Fluent in Spanish and German, I also study second language acquisition in my course and lab work. My hobbies include biking, camping, woodworking, travel, puzzles, writing, and lots of reading. I'm always excited to get to know new students.

I am a very helpful person and enjoy explaining my craft to people. I have always found computers and logic to be fascinating and love coming up with analogies to help relate the topics to people. I am a very practice coder. I can help any entry level programmer; as well as, challenge advance coders to push them to the next level. I've built an ALU from scratch and created my own IDE. I've solved intractable problems on a professional level. I've worked with computer vision on a collegiate level and some personal projects in my spare time. There is not a day that goes by that I'm not reusing my fundamentals in my day-to-day work; be it programming, analyzing, or software architecture.I have been programming since I was 6 years old (1987). I first started programming in BASIC on a TI-99 computer. I formally began my education in 1998 in high school studying C++ and assisted my classmates in their studies. I was instrumental in the formation of a 3D design class using 3D Studio Max software in 1999. I am a Texas Tech graduate with a Bachelor of Science in Computer Science. My most notable course work included data structures, artificial intelligence, and computer graphics (OpenGL).I have been working within my industry since 1997 spanning languages such as Assembly, ASP.net, C, C++, and C#. I am well versed in scripting languages such as PHP and Javascript. I have even done extensive work with Adobe Flash software. I currently dedicate most of my time to development with HTML5 combining server-side technology in conjunction with the Canvas element to create a rapid prototype IDE.I have worked with teams and managed them as well. I have been instrumental in communicating development cycle to upper management in clear and concise ways. I can break down a topic from complex higher understanding to layman's terms. Throughout my career, I have ensured that myself and co-workers are practicing solid programming fundamentals. This ensures quality work and readable, reusable code.If you have me as a tutor, I will make sure you leave with a solid understanding, and share tools and methods that will help integrate your skills into the work force.

I am a recent graduate with a master's in electrical engineering from Case Western Reserve University. I won the Bill and Melinda Gates Millennium Scholarship which covers full tuition up to Ph.D. I was on the Dean's List for three consecutive years. Additionally, I won the OZY Media Genius Award in 2015 to work on high-temperature superconductors. I currently work as a Technology Analyst at Accenture. I am also seriously considering whether I should go for a Ph.D. or not.

I have studied in Argentina, in a bilingual English - Spanish School for primary and secondary students. After that, I continued my education as an Electronics Engineer at the University of Buenos Aires. Then, I trained as an MBA at the University of Salvador. I relocated to Germany for almost five years and then came back to the US. I have helped tutor students in high school, as well as classmates, family and friends. All of these students have received good grades as a result of the tutoring. Spanish, Math and Physics are my subjects of choice, and I believe the overall concepts of the subjects are the most important part to teach. In this way, you can discover more and will not have to depend on your memory. In my spare time, I enjoy hi-tech gadgets, computers, tennis, and know a lot about photography and optics.

My experience with Breakthrough Collaborative and the Thompson Writing Program (TWP), as a teacher and tutor respectively, lets me borrow tactics from both grade school and university styles of instruction. I've completed both coursework and research/publication on small-group (1:1) instructional methodologies at Duke University as a training course. In the TWP, I consistently applied and formally reviewed the effectiveness of these techniques in blogs and panels. Long-term engagement with evolving philosophies of education helped me establish a conceptual foundation of contemporary ideologies and approaches. This ground-up familiarity with modern tutoring methods/resources enables me to cater my approach for each session, especially in the small-group instructional environment. As a counterpoint, my work with Breakthrough gave me the opportunity to scale my mentorship skills to a larger audience, as well as adapt my approaches to a new demographic (public/charter students in an under-performing district). While work with the TWP necessitated self- and program-wide evaluation, Breakthrough instituted an especially strong culture of administrative and intra-departmental evaluation. The ability to respond well to and implement feedback was crucial to our team's success; my work with both programs has helped me commit to an atmosphere of persistent evaluation and improvement.My performance studies including the opportunities I've had to artistically direct the work of other actors have granted me tools to adapt my interpersonal strategies and create a rich, varied instructional style. As in the classroom, it is of utmost importance in the rehearsal space to unconditionally validate the contributions of students. Through my work on- and off-stage, I have facilitated the unrestricted generation of ideas by establishing clear rehearsal and communication standards to create an intellectually and emotionally safe space for all crewmembers. As well, my study of body language and gesture grants me control over non-verbal communication in service of an ideal instructional mode. Using an awareness of physicality, I've adopted a dynamic interpersonal and intellectual relationship with both tutees (in my Thompson Writing Program work) and larger groups (12) of students (in Breakthrough Collaborative). My vocabulary of narrative techniques has been consistently applicable: I use a range of media styles to instruct and engage an audience. And an intimate understanding of narrative structures allows me to deconstruct the "arc" of and "tell the story of" course material, in order to effectively communicate to students.I have just returned from a stay abroad in Beijing, China. There, I taught two independently designed courses to different sets of middle school students in Beijing, China. In the span of five weeks, I enjoyed a whirlwind introduction to the language (with daily class) and life in both heavily developed and poorer, migrant worker regions of the city. The educational norms and approaches are in many ways in sharp contrast to American tactics of education. But parents and students in both countries share similar anxieties about getting a high-value education. I was happy to find that many of the student engagement strategies I've acquired in the U.S. were just as effective at creating a positive learning environment. Adapting to these new cultural standards has been a gratifying challenge, and I have a new appreciation for the unique resources and challenges that American students deal with every day.

My name is Ezam Mohammed and have been teaching for the past 20 years. I taught online and on ground classes in Mathematics, Computer Science, and Project Management. My students are of all ages, and I have extensive experience in adopting to the different age groups to bring success to them. I get my satisfaction from teaching when students can experience an "aha moment" when they understand a concept, when they had difficulty at first. I also give the student an enjoyable learning experience by bridging the real world to the theory.In addition, I work as a senior Information Technology project manager at AT&T providing clients with network design solutions and implementation these solutions in telecommunications and computer systems in an outsourcing environment. I have designed and implemented outsourcing solutions for major industries including major banks, manufacturing, medical, and education, technical and service industries.I have earned an MSc (Waterloo), MBA (University of Phoenix), and is at present completing his dissertation for a PhD in Information Technology program at the University of Phoenix.I have taught many graduate and undergraduate courses at the University of Phoenix, both on site and online as well as in Keller/DeVry University. I also have a certification in Project Management (PMP), Green Belt Six Sigma, Lean Six Sigma and Cloud Technology. I also has a passion for teaching Mathematics and computer and project management courses in an effort to raise the level of knowledge and skills of our students.

Hey! Second year CS student at Georgia Tech. Looking to help students out with introductory computer science in a fun and lighthearted environment.

I began working as a tutor in High School as part of the Math Club, and then continued in college in a part time position, where I helped students in College Algebra, Statistics, Calculus and Programming. After college I moved to Spain where I gave private test prep lessons to high school students and also helped friends prepare for their college entrance exams. By using my broad background in these subjects I can help students see concepts in different ways, and by enthusiastically approaching problems I can help increase the student’s interest.When I am not working or studying for Actuarial Exams, I play guitar, exercise and write computer programs.

I enjoy helping students feel a sense of achievement that feeling that happens when, after struggling with and working through a challenging question together, the student "gets" it. Their eyes light up, they smile, laugh, put their arms up in a "v" and scream "yes!"... or simply says "yay" in subdued, Monty Python kind-of-way.I have an undergraduate degree in computer graphics and interactive media from Pratt Institute (2003) and a master degree in electronic art from Rensselaer Polytechnic Institute (2015).My favorite subjects to tutor are highschool math, C#, and python for data science. I find comfort in the structured logic of math and programming. It gives me the illusion that our existance can be understood and measured at times when nothing makese sense and the world feels like it's falling apart.

I am an Engineer with a master's degree in Electrical Engineering. I am a Pittsburgh native that loves to help other people learn.Whether it is math, science, programming or engineering, I can help."It is a simple feat of scientific electrical engineering only expensive blind, faint-hearted, doubting world!"Nikola TeslaI have a diverse technical background that includes various electrical engineering disciplines and information technology. My education has consisted of a blend of software, computers, electronics, controls and power systems. I enjoy taking on challenges and learning about new technologies.ears.Please contact me if you want practical lessons and encouragement to uncover the unknown and difficult.

I've been tutoring in New York City for about five years. During that time, I exploited the knowledge I'd acquired as a high school student and undergraduate, but I also broadened my repertoire to cover new topics. I've since tutored most high school, college, and graduate school entrance exams. I've worked with students of all ages on grade-level studies in math, science, the humanities and foreign languages. Students at top high schools like Stuyvesant and Brooklyn Tech are especially engaging to work with due to the challenging nature of the material and the lively mind of the student.In addition to my own tutoring practice, I've also been director of a non-profit tutoring center. Under my administration we tracked students' scores and attained the highest average grade increase in the program's history. By guiding other tutors and consulting students for feedback on their experience, I got a very keen sense of what works and what doesn't.In tutoring, I focus on results, but not to exclusion. I want to provide the student with a meaningful experience. That is to say, I aim to cultivate an appreciation for math, science, and/or the humanities that will last into college and their career.Unwilling to compromise my love for language or my affinity for math and problem solving, I am currently pursuing a Master's degree in Computational Linguistics, the interface between computer science and human language. Fluent in Spanish and German, I also study second language acquisition in my course and lab work. My hobbies include biking, camping, woodworking, travel, puzzles, writing, and lots of reading. I'm always excited to get to know new students.

I am a very helpful person and enjoy explaining my craft to people. I have always found computers and logic to be fascinating and love coming up with analogies to help relate the topics to people. I am a very practice coder. I can help any entry level programmer; as well as, challenge advance coders to push them to the next level. I've built an ALU from scratch and created my own IDE. I've solved intractable problems on a professional level. I've worked with computer vision on a collegiate level and some personal projects in my spare time. There is not a day that goes by that I'm not reusing my fundamentals in my day-to-day work; be it programming, analyzing, or software architecture.I have been programming since I was 6 years old (1987). I first started programming in BASIC on a TI-99 computer. I formally began my education in 1998 in high school studying C++ and assisted my classmates in their studies. I was instrumental in the formation of a 3D design class using 3D Studio Max software in 1999. I am a Texas Tech graduate with a Bachelor of Science in Computer Science. My most notable course work included data structures, artificial intelligence, and computer graphics (OpenGL).I have been working within my industry since 1997 spanning languages such as Assembly, ASP.net, C, C++, and C#. I am well versed in scripting languages such as PHP and Javascript. I have even done extensive work with Adobe Flash software. I currently dedicate most of my time to development with HTML5 combining server-side technology in conjunction with the Canvas element to create a rapid prototype IDE.I have worked with teams and managed them as well. I have been instrumental in communicating development cycle to upper management in clear and concise ways. I can break down a topic from complex higher understanding to layman's terms. Throughout my career, I have ensured that myself and co-workers are practicing solid programming fundamentals. This ensures quality work and readable, reusable code.If you have me as a tutor, I will make sure you leave with a solid understanding, and share tools and methods that will help integrate your skills into the work force.

I am a recent graduate with a master's in electrical engineering from Case Western Reserve University. I won the Bill and Melinda Gates Millennium Scholarship which covers full tuition up to Ph.D. I was on the Dean's List for three consecutive years. Additionally, I won the OZY Media Genius Award in 2015 to work on high-temperature superconductors. I currently work as a Technology Analyst at Accenture. I am also seriously considering whether I should go for a Ph.D. or not.

I have studied in Argentina, in a bilingual English - Spanish School for primary and secondary students. After that, I continued my education as an Electronics Engineer at the University of Buenos Aires. Then, I trained as an MBA at the University of Salvador. I relocated to Germany for almost five years and then came back to the US. I have helped tutor students in high school, as well as classmates, family and friends. All of these students have received good grades as a result of the tutoring. Spanish, Math and Physics are my subjects of choice, and I believe the overall concepts of the subjects are the most important part to teach. In this way, you can discover more and will not have to depend on your memory. In my spare time, I enjoy hi-tech gadgets, computers, tennis, and know a lot about photography and optics.

My experience with Breakthrough Collaborative and the Thompson Writing Program (TWP), as a teacher and tutor respectively, lets me borrow tactics from both grade school and university styles of instruction. I've completed both coursework and research/publication on small-group (1:1) instructional methodologies at Duke University as a training course. In the TWP, I consistently applied and formally reviewed the effectiveness of these techniques in blogs and panels. Long-term engagement with evolving philosophies of education helped me establish a conceptual foundation of contemporary ideologies and approaches. This ground-up familiarity with modern tutoring methods/resources enables me to cater my approach for each session, especially in the small-group instructional environment. As a counterpoint, my work with Breakthrough gave me the opportunity to scale my mentorship skills to a larger audience, as well as adapt my approaches to a new demographic (public/charter students in an under-performing district). While work with the TWP necessitated self- and program-wide evaluation, Breakthrough instituted an especially strong culture of administrative and intra-departmental evaluation. The ability to respond well to and implement feedback was crucial to our team's success; my work with both programs has helped me commit to an atmosphere of persistent evaluation and improvement.My performance studies including the opportunities I've had to artistically direct the work of other actors have granted me tools to adapt my interpersonal strategies and create a rich, varied instructional style. As in the classroom, it is of utmost importance in the rehearsal space to unconditionally validate the contributions of students. Through my work on- and off-stage, I have facilitated the unrestricted generation of ideas by establishing clear rehearsal and communication standards to create an intellectually and emotionally safe space for all crewmembers. As well, my study of body language and gesture grants me control over non-verbal communication in service of an ideal instructional mode. Using an awareness of physicality, I've adopted a dynamic interpersonal and intellectual relationship with both tutees (in my Thompson Writing Program work) and larger groups (12) of students (in Breakthrough Collaborative). My vocabulary of narrative techniques has been consistently applicable: I use a range of media styles to instruct and engage an audience. And an intimate understanding of narrative structures allows me to deconstruct the "arc" of and "tell the story of" course material, in order to effectively communicate to students.I have just returned from a stay abroad in Beijing, China. There, I taught two independently designed courses to different sets of middle school students in Beijing, China. In the span of five weeks, I enjoyed a whirlwind introduction to the language (with daily class) and life in both heavily developed and poorer, migrant worker regions of the city. The educational norms and approaches are in many ways in sharp contrast to American tactics of education. But parents and students in both countries share similar anxieties about getting a high-value education. I was happy to find that many of the student engagement strategies I've acquired in the U.S. were just as effective at creating a positive learning environment. Adapting to these new cultural standards has been a gratifying challenge, and I have a new appreciation for the unique resources and challenges that American students deal with every day.