Award-Winning GRE Tutors in Marquette County, WI

...anyone who is interested. I can also prepare students for harder challenges such as the GRE. My philosophy for teaching Chinese focuses on communication. A lesson in Chinese should help you not only know more about the language, but also widen your horizons. I'd like to help students to master enough skill to generate communicable...

...student and help assist in the learning process. I have a diverse background working as a stem cell researcher, QC microbiologist, and now a chef at a local restaurant. In my free time I train for triathlons, hike, and do fermentation work for both at home and restaurant use. I prefer to adapt my teaching...

...their fear and dislike of subjects that are confusing or difficult for them. I think that when a tutor can break down the material into manageable pieces and explain it in new ways, all hard working students can make progress! I love to help students reach "Aha!" moments in their studies. I enjoy tutoring many...

...sessions will emphasize practice with real AAMC passages as well as reviewing concepts. I will teach you tips, tricks, strategies, and patterns to watch out for that I have combed years of AAMC material to find. Step 1 sessions are tailored with NBME-style clinical vignettes, with a focus on high-yield concepts and classic patient presentations.

I connect with people best through sharing ideas. The majority of my spare time is spent trying to simplify or find alternate proofs of basic theorems to make them more intuitive.... Focusing on beauty solves many problems a teacher faces. If I am attending a lecture about The Great Gatsby, I will be eager if the speaker tells of the beauty she sees, rather than a quick and dirty type of analysis. I regularly talk to people who admit math wasn't their favorite subject in school. Some were self-conscious. Some had gaps they never filled. Some just didn't care. Whatever the case, I admit to them that math is my favorite art form with as much room for expression as sculpting or jazz. I claim that mathematicians are half artists, half observers of fine art. My conversants often tell me it is an epiphany for them to think of math as such, and that it helps heal their math wound. A marvelous way I have found to unveil beauty in the classroom is by using surprise. I like to present ideas from a simple perspective, discuss them briefly, then release a theorem. Thales' theorem (the diameter of a circle subtends a right angle to any point on the circumference) is a great example, especially with the aid of Java applets. After playing a bit with triangles by moving points around in a worksheet, it's surprising to be able to connect two structures as basic as a right triangle and a diameter. Next in importance to marveling at beauty, I want students to learn to think critically to solve problems. Understandably, some students have never had guidance past high school drills. All the more, problem solving should be emphasized and revisited throughout college curriculum. I have many years of experience in problem solving competitions and a collection of principles regarding problem solving that I like to follow. One is about inverse problems. Consider the following: if baseball cards are five cents apiece and shipping costs fifty cents, how many cards will one dollar buy? After making the arithmetic clear, students had better know how to calculate the forward problem, i.e. "How much will x number of cards cost?" I'm depending on them knowing the forward problem because we covered it last week, but it is important to bring it out in more than just a mention so the students have a comfortable base to start. It's like revisiting rational numbers before diving into irrationals. They are intrinsically tied, and it gives the class confidence to start with old material.

...a sense of how amazing language and literature are. Hobbies include, but are hopefully not limited to: spending time with my wife, chess, and admiring magpies and other equally intelligent corvids. I also read too much for my own good, and this includes everything from Beowulf to the back of Corn Flakes boxes.

...the most important part of my life, and my role as an educator is what most defines my identity. I have no general guiding principle about teaching, other than that it isn't really useful to think in terms of such principles. Rather, I think that it's best to approach each student as having a distinct...

I am an applied mathematician, specializing in probability. I used to teach at the university level, but moved into industry. After being away from teaching for some time I found that I still want to play a part-time role in education. It was my experience that one on one teaching in office hours brought the...

...and science, as these subjects can be difficult to understand. I employ a variety of strategies including mnemonic devices, physical manipulatives, and drawings/diagrams to accommodate different learning styles. Typically, I have the students attempt to solve a problem and then ask leading questions whenever he/she gets stuck. If the questions are more conceptual in nature,...

...student. I've found in past teaching experiences that the most rewarding and meaningful results come from direct engagement with students, and so that is what I aim to do. I've had experience with several modes of teaching and learning, and I am confident that I can successfully adapt my style to any student's needs.... I believe in a 'divide and conquer' strategy when it comes to tutoring, starting where the student may be struggling most, and moving on only once they are fully confident in that area. Within each area, the journey must be taken together with the student, tailoring strategies for mutual success and always progressing from guided learning to more independence.