Osman: Cardiff tutor
Certified Tutor
I am a student at Columbia University studying Chemical Physics and Mathematics. I have worked as a private tutor for the past 3.5 years, tutoring in a variety of high school and early college subjects. I frequently tutor in science and math subjectshaving taught just about every related subject offered in high school. I have a significant amount of tutoring experience, and I have produced positive results.
Among the techniques I employ as a tutor, I stress self-help strategies to ensure that students do not become dependent on the crutch of a tutor or teacher. Often, a student may work well with an instructor but is unable to solve problems or understand concepts alone. I make sure to prod students in the appropriate direction of thinking, without blatantly doing the problems for them. I do not give out any rules unless the student understands how the rule was established. Through these techniques, the student retains the information and becomes a better, more independent problem-solver.
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Undergraduate Degree: Columbia University in the City of New York - Current Undergrad, Chemical Physics and Mathematics
- ACT Composite: 34
- ACT English: 34
- ACT Math: 33
- ACT Reading: 34
- ACT Science: 33
- SAT Composite (1600 scale): 1510
- SAT Math: 770
- SAT Verbal: 730
Biking, Reading, Writing
- ACT English
- ACT Math
- ACT Science
- Algebra
- Algebra 2
- Algebra 3/4
- AP Calculus AB
- Calculus
- Calculus 3
- Chemistry
- College Algebra
- College Chemistry
- College Physics
- High School Chemistry
- High School Physics
- Math
- Multivariable Calculus
- Physics
- Pre-Algebra
- Pre-Calculus
- SAT Math
- SAT Mathematics
- Science
- Test Prep
What is your teaching philosophy?
Among the techniques I employ as a tutor, I stress self-help strategies to ensure that students do not become dependent on the crutch of a tutor or teacher. Often, a student may work well with an instructor but is unable to solve problems or understand concepts alone. I make sure to prod students in the appropriate direction of thinking, without blatantly doing the problems for them. I do not give out any rules unless the student understands how the rule was established. Through these techniques, the student retains the information and becomes a better, more independent problem-solver.