Michael: Milpitas tutor
Certified Tutor
I have a Bachelor's Degree in Chemical Engineering from the University of Toronto; my professional and scientific interests lie in metabolic engineering, cell biology, and bioinformatics.
I began my tutoring career in high school as a peer tutor, where I spent my free study periods in departmental offices offering academic support on a drop-in basis. In college I also enjoyed tutoring my friends when they wanted some extra academic support.
My passion is for mathematics and the sciences: as an engineer I have a deep appreciation for how theory in textbooks translates into real world applications. In my experience, the most important component of the tutor/student relationship is the tutor's ability to inspire and to broaden the student's imagination.
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Undergraduate Degree: University of Toronto - Bachelors, Chemical Engineering
- SAT Composite (1600 scale): 1470
- SAT Math: 740
- SAT Writing: 710
- Advanced Placement Prep
- Algebra
- Algebra 2
- Algebra 3/4
- AP Calculus AB
- AP Calculus BC
- AP Chemistry
- AP Physics 1
- AP Physics 2
- Biology
- Chemistry
- College Algebra
- College Biology
- College Chemistry
- Geometry
- High School Biology
- High School Chemistry
- Honors Chemistry
- Middle School Science
- Other
- Physical Chemistry
- Physical Science
- Pre-Calculus
- SAT Prep
- SAT Math
- SAT Mathematics
- SAT Reading
- SAT Subject Test in Mathematics Level 2
- SAT Subject Tests Prep
- Science
- SSAT- Middle Level
- SSAT- Upper Level
- Study Skills
- Study Skills and Organization
What is your teaching philosophy?
This answer strongly depends on the subject. For SAT & ACT Math, I always emphasize the fact that most question can be solved in different ways; by attempting multiple techniques on the same problem, students can understand their strengths and weaknesses and pick their favorite method. For ACT and SAT Reading, I teach procedures for solving questions that take advantage of how the test questions are constructed.
How would you help a student stay motivated?
Deep learning doesn't happen in one big jump; it happens in "baby steps." Whenever my students make another "baby step," I tell them of their progress. Students become aware of their true progress and don't become discouraged thinking that they must climb a mountain in one giant step.