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Tom: Concord tutor
Certified Tutor
...broad range of subjects, my personal favorites are history, literature, algebra, and philosophy. My approach is focused on two things: perspective and passion. I genuinely believe that learning is one of the greatest gifts society can give us today, and one of the best things we can pursue for ourselves. All knowledge is connected, and...
Education & Certification
Bachelors, Liberal Arts
Master of Science, Business Analysis
Katie: Concord tutor
Certified Tutor
...the past five years, I have taught test prep to high school students in Chicago. I began with tutoring, and recently, I have designed a year long curriculum for juniors that combines test taking approaches (concrete mental maps and plans on how to approach standardized tests) and content focus. The majority of my students improve...
Education & Certification
Bachelors, Liberal Arts
PHD, Slavic Languages and Literatures
Clairemarie: Concord tutor
Certified Tutor
...not just occasionally, but for the duration of each class, every day. In this environment, I thrive because I know how to adapt my method to each student. I explain complicated concepts patiently, moving on only when the student can explain the concept. Patience and creativity are especially important with children, who are also some...
Education & Certification
Bachelor in Arts, Liberal Arts and Sciences
Test Scores
SAT Composite (1600 scale): 1550
SAT Math: 750
SAT Verbal: 800
Nathaniel: Concord tutor
Certified Tutor
...others. I earned a bachelor's degree in Liberal Arts from Thomas Aquinas College in Southern California, where I was given the opportunity to study all kinds of subjects, from math, to literature, to English and Latin grammar. With many years of experience under my belt, I am excited to offer tutoring services in Latin, English...
Education & Certification
Bachelor in Arts, Liberal Arts and Sciences
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Recent Concord Tutoring Session Notes
The student and I studied Spanish and history today. We started with Spanish, covering the vocabulary of the family tree and the verb "tener." We reviewed pronunciation and spelling, and I quizzed him on direct translation using the vocabulary. He has a talent for translating. We spent the rest of the session studying for history since he has a test tomorrow. We covered the history of Islam in the Middle East and India from the 600s to the 1700s, studied from a review sheet, and completed a questionnaire.
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This was our second session studying for the student's final. We started by going over what he had trouble with yesterday but had improved at; a second day of it would cement it for him. We did completing the square, imaginary fractions, and simultaneous solutions with fractions. Then he pointed out on the study guide the problems he did not understand. These were mostly complicated exponents; there was a complicated completing of a square and a difficult decay function graph. We went through how to solve each of these problems. Then I gave him a review of the basics of logarithms, from inverse functions to using the properties of logarithms to solve or condense, expand or change the base of various equations. He will go over this again in class tomorrow, which should help seal his understanding.
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The student had a practice sheet from school, and we reviewed it. It covered simplifying expressions involving variables. On one side, the variables were assigned values, and we could simplify to a single number. On the other side, the variables were not assigned values, and we could only simplify them so far. The student found the second side difficult (the first side was basically just an order-of-operations review, which is a cakewalk for him), but appeared stimulated by the challenge and ended up getting all the more difficult problems correct without my help. He's a fast learner.
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Today we began the session with the odd and even functions. I showed the student how to determine whether a function is odd/even, or neither. An odd function means "opposite inputs produce opposite outputs, which means f(-x) = -f(x). An even function means "opposite inputs produce the same output", which is f(-x) = f(x). I always suggest him to find what f(-x) is and determine the function from there. He learns fast and we moved onto the difference quotient. I illustrated the significance of that and walked him through an example, so at the end, he strengthened his understanding. We then went over the inverse functions. He seemed to understand this topic because he could do the procedure himself (with occasional minor mistakes). We also did the integer function and analysis--he had a little trouble with this at first, but I walked him through 2 examples and he felt more comfortable at the end. Lastly, I introduced the concept of the limits and graphing/analyzing piece-wise defined functions. He got the concept at the end. I am glad with this.
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Today we worked on comparing functions. The student asked great questions and was able to determine a plan for solving the problems. She just needs to work on the details like multiplication and division skills.
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The student is learning about proving congruence of overlapping triangles. We reviewed what makes triangles congruent, SAS, ASA , AAS, SSS and HL. Then we went over about 5 examples including writing the proofs. I left her with three problems for her to work out between now and our next session.
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