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Lisa: The University of Oklahoma tutor
Certified Tutor
...While I have been working on my education, I have spent the last several years as a para-educator teaching children of immigrants in California for the "No Child Left Behind" program at an elementary school. I also edit and tutor writing composition for individual clients in middle school and high school using APA and MLA...
Education & Certification
Bachelor of Science, Human Development (Counseling)
Master of Science, Psychology Counseling
Alicia: The University of Oklahoma tutor
Certified Tutor
...two years in a private school to students from 5th-12th grades for Algebra 1, Geometry, Precalculus and Calculus. There is nothing comparable to helping students reach an understanding of concepts they once found foreign. In my spare time, I enjoy spending time with my family, solving puzzles, and working on projects around the house.
Education & Certification
Bachelor in Arts, Mathematics
Current Grad Student, High School Teaching
Heather: The University of Oklahoma tutor
Certified Tutor
...15 years. As an educator who values feedback and relevancy, I find it invaluable to develop a solid rapport with my students. When they feel confident that they can trust me to advocate for them, they will work harder and accomplish more. Building this rapport, though intangible on paper, has been my greatest asset in...
Education & Certification
Bachelor in Arts, English
Vanessa: The University of Oklahoma tutor
Certified Tutor
Hello, My name is Vanessa Desimone and I am extremely passionate about helping others. My previous work experience includes: ABA therapy, tutoring grades K-college, teaching overseas, and teaching preschoolers. In addition, I am American Sign Language interpreting certificate. With hard work, determination, and guidance I believe I can help you overcome current academic obstacles.
Education & Certification
Bachelor in Arts, Liberal Arts and Sciences
Master of Arts Teaching, Education
Sharon: The University of Oklahoma tutor
Certified Tutor
I have worked as a tutor in both public and private school settings for over 8 years now helping students of varying ages, personality and backgrounds. Both in USA and Europe. I believe my experience will be a great benefit in helping your child to accomplish their academic goals.
Education & Certification
Bachelor of Theological Studies, Theology
Certificate of Public Health, Applied Behavior Analysis
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Recent The University of Oklahoma Tutoring Session Notes
The student and I continued to work on a variety of concepts both being presented to her in class and topics I have been selectively introducing from 6th grade math curriculum. We started by going through her homework which was a combination of reviewing how to find common denominators in order to compare fractions and also how to add and subtract these fractions. I reemphasized the importance of paying close attention to the signs (adding, subtracting, etc.) and also provided her with a few tricks to answer certain fractional questions. After completing her homework, I answered a few questions she had regarding material she had encountered on the standardized placement exam she took last week. This included explaining factorials, function equations f(x) and how to translate linear equations to a graph. She seemed quite comfortable with these topics despite the fact that this is the first time she has really worked with them! We finished our session by discussing what a variable is and how to solve or isolate the variable. Since she likes doing complicated PEMDAS problems, I created a number of these and had her solve them and then went back to the original problem, substituted a variable for one of the terms and had her solve for this variable. I then went back and reinforced how to isolate the variable (once the equation has been simplified) with a series of rudimentary problems such as x+5 = 10, x-6 = 15, x/4 = 2 and 5x = 25. I was happy to see that she was both enjoying herself and understanding this above grade level concepts!
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We focused on integration techniques, evaluating into girls explicitly. We also worked lots of exam like problems. The problems were socially heavy and mathematically less demanding.
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The student and I reviewed for her upcoming exam. We covered both substantive and methodological material. On the substantive side, we reviewed collective action problems and the pivotal politics model of gridlock. On the methods side, we went through various political models, collective action models, predictive models for voting in American politics, and explanatory models. We also completed an overview of bivariate and multivariate regression using a worksheet she'd received in class.
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We reviewed and completed Math homework on the distributive property. The student is very comfortable using the distributive property to solve multiplication problems due to his strong background in tables. He just needs to practice showing his work more. At the present time, he finds it easier to work problems mentally which will be a great asset to him in the long run.
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We worked on adding/subtracting polynomials. Overall, the student knew the concept; he only needed a little push and confidence. I gave the student different ways to get the problem; it made it easier for him to get the problem.
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We worked on fractions. The student had to shade in the given fraction. A strategy I taught was counting each given part then reviewing each question to make sure that he shaded in the right part. So, if he was asked to shade in 3/4 he would count the parts then color in 3 out of the 4 sections. He was on task and very focused on his work today.
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