I am a retired teacher and have taught 2nd grade and 5th through 7th grades as a classroom teacher. I am currently a math and reading intervention tutor for 3rd, 4th and 5th graders - a highly rewarding way to spend my days! I earned my teaching degree from Wesern Governors University and hold a B.A. in Interdisciplinary Studies. I have a passion for teaching math. I have found that many students that "hate" math do not really hate it, rather they are not confident in their ability and struggle with it. I want to change their perception by helping to build foundational skills that enable the growth of confidence and ability. I have found that most students know more than they think they do; it's my mission to guide them to believing it for themselves through instruction of processes, practice and celebrating achievements. I specialize in tutoring 3rd through 6th grade math to strengthen understanding of grade level concepts through lessons, practice and working with students at their level to build foundations to climb to the next level. I have developed specialized teaching and coaching methods to help students master multiplication, division and fractions. I am a firm believer that strong mathematical skills strengthen a person to solve all problems with a systematic approach and to perservere the struggle to gain a solution. I value education as a means to open the doors of opportunity.

Hello prospective students!My name is Naomi and I am currently a rising 4th-year medical student. I have my B.S. in Biology with a concentration in Neuroscience, and an M.S. in Biomedical Sciences. I have experience tutoring at the undergraduate and graduate levels. I spent a year teaching math and science for a non-profit organization so I have experience with younger age groups as well. I have a great love for the sciences and look forward to working with you.

I have completed a BS in Retail Management and a BA in Languages and Cultures. Additionally, I have completed an MA in Archaeology of the Classical Mediterranean at the University of Sheffield in the UK. My passion is in Roman Archaeology and have dug at Roman sites in England and Italy. During my BA I also found a passion in Latin. It gave me a challenge I was looking for and I love to beat it. My mission as a tutor is to help students to fully comprehend, memorize, and be as successful in Latin as they possibly can. I am extremely patient and will do whatever it takes to help you become better at the language.

Hi! I am an enthusiastic, hard working sophomore at the University of Michigan in Ann Arbor, MI. I am studying Biomedical Engineering and aspire to become an oral surgeon. In my free time, you will find me at the gym, running, playing basketball, and lifting weights. I believe exercise to be a fantastic stress reliever and motivator. I have over 250 hours of tutoring experience and am excited to tutor students with their homework or with test preparation. I recognize education is the gateway to a better living, so rest assured, I will make every effort to teach students the concepts, so they can apply their knowledge to unique situations. In a world of increasing automation, it is critical students are versatile and can adapt to new situations on the fly. To that end, I will teach them how to solve a problem rather than state the solution to the problem. Often times, students use my guidance to arrive at the solution themselves. This gives students confidence and sharpens their understanding. I will also motivate my students whenever necessary to keep them excited about learning Chemistry or Calculus. Some concepts can be tedious to learn, so it is important to never lose sight of its real world application. I look forward to tutoring my students and helping them reach the next level! Please feel free to reach out!

I am currently working on my Master's degree in Education. My area of specialization is Biology. I have a Bachelor's of Science degree in Biological Sciences from Florida Atlantic University. I have been teaching since 2010 on a simple philosophy: No matter how complex a topic is, it is possible to simplify it to a level where anyone can understand it fully. My passion is to break down complex topics into simpler ones. I am a strong believer of Bruner's Spiral Curriculum. This particular methodology is composed of three parts. They are: revisiting a topic/subject area frequently, increasing the complexity of the topic with each revisit, and learning to relate previous knowledge with the new one. Following this model, students can learn more effectively and retain most of the information and use that in the future. Being multilingual has helped me tremendously to assist students who native language is not English. Being able to speak three languages helps me interact with my students more effectively. Coming from a country from South-East Asia gives me the multicultural background that teaches me to be tolerant, respectful, and patient to all individuals. I believe that patience is the single most important criterion that an educator should possess.

Statement of My Teaching PhilosophyIf I summed up my teaching philosophy, it would be in two sentences I often heard growing up:"I don't teach math; I teach people."and"This may be a class on American government, but it's not a democracy."I don't teach math or American governments my father and mother did, respectively but I do teach people and my classroom is not a democracy. The latter sentiment may sound a bit harsh out of context, but I've found the wisdom in my mother's words as I've found my own way as a teacher in the disciplines of theater arts, modern languages, translation, and creative writing. What she meant (and what I mean when I repeat her) is that a classroom needs a benevolent dictator (a philosopher king, if you will) who ensures the safety of the intellectual space the place where ideas are aired, exchanged, and sometimes rejected. In my classrooms, I aim to be that arbiter and enforcer of the rules of civil discourse, where no question is stupid, no thought unworthy, and no student who's willing to engage should ever feel left behind or left out.My own version of combining my parents' wisdom as teachers comes out not only when I'm running a classroom, but also when I'm running a rehearsal as either a director or producer of theatrical work: "I'm your backstop; I won't let you embarrass yourself if I can help it." I've twice postponed play openings so that hardworking actors in my charge who weren't ready to be on public display (through no fault of their own) could regain the calm state of mind necessary to do their best work and stop worrying about looking foolish in front of others.I had a similar experience as a teacher when I was conducting a playwriting workshop with high-schoolers in a creative writing class. None of them had ever even thought about writing a play, much less actually written one, and so they were at a total loss as to how to start even after instruction and encouragement. We'd already read a few plays and brainstormed what about the form and genre made the works "plays" at all, but still the students balked when it was their turn to put pen to paper. My lesson plan wasn't going to work if I simply forced it, and so I had to think on my feet and really listen to what my students were telling me: they were scared, and if put to a vote, they'd collectively abandon the project I'd set out before them and not think twice about throwing in the towel and moving on to something else.Pivoting and drawing on a translation exercise I'd run with my Master's classmates the year beforeI asked each student to simply write whatever word or phrase popped into their heads at that moment at the top of the page. They did it, no problem. Voila title. Then I asked them to pass the paper to the next student and had them all write whatever line of dialog came to mind at first seeing the "title" on the page they'd been passed. Again, they did it. They hadn't rejected my leadership, only my initial approach. Half an hour later and several passes under their belts, they each got their original paper back full of dialog and characterizations flowing one line to the next and all started from the simple words they'd first written at the top.At that point, I had to take a gamble that somewhere along the way of creatively writing, they'd overcome their initial hesitations and fear of writing a play. I told them their homework was to choose one of three options for what they had before them: 1) read through it and put their name at the top as something they were proud to turn in as their first draft of a play; 2) edit it so that it was a play they were happy to submit in draft form; or 3) write a new ten-minute play and turn that in. Not a single student turned in a page from the exercise, edited or otherwise. Some drew ideas from their classmates' writing; some didn't. But every one of them turned in something new and of their own exclusive creative flow.As a corollary to that event where I'd made the rules and even had to make them up on the spot those same students surprised me again at the end of the workshop. I'd promised that no one ever had to read their work aloud, that I'd be the only one reading and commenting on it unless they gave permission for it to be otherwise, and that at the end of the workshop anyone who wanted to see their play performed would have time to have it stage-read. No one wanted anything but protected anonymity in the first weeks of the workshop. All the writing was for my eyes only. By the end, however, students were volunteering to not only have their own work read and performed, but also to be the ones reading and performing their peers' work. They went from being afraid to write a play at all to being a roomful of budding actors, reading each other's plays and vying for roles they thought they could play to the hilt in front of everyone.Those students, of course, deserve most of the credit for their own willingness to be engaged and to trust me. Every student does because it's far scarier to be a student than it is to be an instructor even on the most frightening of teaching days. That said, however, I think I can safely say that it was my willingness to teach people and not playwriting, to give my students the safety of a strong, present leader who could make up rules on his feet instead of letting them flounder when finding their own way became paralyzing and counter productive that helped us all achieve some meaningful amount of learning and self-discovery. When prompted several months later by the creative-writing teacher for whom I'd run the workshop to write about their favorite and least favorite parts of her class, one student wrote this:"I would love to take Creative Writing again and write another 10-minute play. That is (so far) my absolute favorite assignment of my high school career. In Creative Writing class, I was scared because it seemed like a lot of work, but it turned out to help me find my passion. I'm an okay writer. I need some improvement, but I loved writing scripts and such. Watching people in class perform my play was a dream come true."Teaching people is my dream come true, and I look forward to doing it for as long as there are people willing to learn.

"A good teacher inspires hope, ignites the imagination, and instills a love of learning." ~ Brad HenryI am an experienced teacher with over 25 years of teaching experience. I've worked with hundreds of preschoolers and elementary school students in both public and private schools. My Master of Teaching (Early Education) degree has served me well, and I've been trained in, and utilize, the Orton-Gillingham method of teaching reading.It is my belief that children learn best by doing, using a multi-sensory approach. During our lessons together, I'll use a combination of activities including songs, movement, rhymes, art /crafts, games, hands-on materials, cooking, and traditional paper and pencil activities to help your child learn. In addition, I'll use informal assessment techniques to gauge your child's strengths, needs, and progress. Also, since parents are a child's #1 teachers, I'll look forward to engaging with you and keeping you informed!Thank you for considering me as a tutor for your child!

I graduated with a Bachelor of Science from Florida International University (FIU), where I majored in Biological Sciences and minored in Chemistry. I am currently in my gap year awaiting matriculation into medical school August of 2016. My first instructing experience was as a shooting line coach in the U.S. Navy, where patience and attention to detail served me well in improving my fellow sailor's skills. My academic instructing experience includes being a Peer Led Team Learning (PLTL) leader for science-based subjects, a Learning Assistant for Human Anatomy, and tutoring students in various subjects or for graduate school entrance exams. My favorite subjects are Biology, Physiology, Anatomy, and Biochemistry because I am intrigued by how the human body functions. I find it important to always facilitate a positive learning environment by being supportive, enthusiastic, and accessible. I enjoy teaching because it helps me better learn a subject, while connecting with people on a meaningful level as I help them succeed academically. In my spare time I enjoy playing soccer, reading, playing guitar, freediving, and travelling.

I graduated from UC San Diego with a Bachelor of Science degree in Physiology and Neuroscience and minors in Psychology and Hebrew Language and Literature. Throughout my time in college, I continued to work on study methods to help me maintain a high level of understanding of topics while enjoying the process of learning as well. Being able to figure out what study methods worked best for me (regardless of the subject I was studying) is the reason that I believe I was successful in my undergraduate studies and is crucial in any kind of learning in my opinion.I strongly feel that focusing on what a person enjoys and using their strengths toward their advantage is the only way to help someone truly learn well and recall information correctly. This is the type of strategy that I would like to employ when I tutor your child. Because everyone learns differently, I will need to speak to the parents before the first tutoring session.The first thing I'd like to do is get to know your child by speaking to you. I would like to understand what your child enjoys to do (hobbies, sports, etc.) and what you feel is the best way your child learns. After I have a better understanding of who your child is, I will attempt to incorporate the things that your child enjoys to make the tutoring session much more fun and exciting. Whether it's through visuals, references or mnemonics, I will try to discover what works best and will continue using this method to teach your child the subjects that your child struggles with. My hope is that your child will continue to use and develop these methods of learning that they enjoy on their own as well so that one day they too can apply it to any future subject that they might struggle with.In my spare time, I enjoy sports (especially basketball), Krav Maga, the beach, traveling and meeting new people. I look forward to speaking to you and helping your child succeed in school and to help create a better path for your child to learn.

I am a graduate electronics engineer and passionate about Mathematics & Computer programming. In my experience mathematics and logical thinking are critical factors for success in most of the professions. And it can be taught easily. My teaching philosophy would be to explain the topic in a simple manner with interesting examples and then adequate practice would build student's confidence. Also it could be made more interesting by playing logical games, quizzes, puzzles and with fun of subjects. This way students struggling with the subject find learning exciting and not boring and can boost their confidence. In my free time I practice meditation, read books, solve challenging puzzles & watch movies. I really look forward to work with enthusiastic students.

I am a retired teacher and have taught 2nd grade and 5th through 7th grades as a classroom teacher. I am currently a math and reading intervention tutor for 3rd, 4th and 5th graders - a highly rewarding way to spend my days! I earned my teaching degree from Wesern Governors University and hold a B.A. in Interdisciplinary Studies. I have a passion for teaching math. I have found that many students that "hate" math do not really hate it, rather they are not confident in their ability and struggle with it. I want to change their perception by helping to build foundational skills that enable the growth of confidence and ability. I have found that most students know more than they think they do; it's my mission to guide them to believing it for themselves through instruction of processes, practice and celebrating achievements. I specialize in tutoring 3rd through 6th grade math to strengthen understanding of grade level concepts through lessons, practice and working with students at their level to build foundations to climb to the next level. I have developed specialized teaching and coaching methods to help students master multiplication, division and fractions. I am a firm believer that strong mathematical skills strengthen a person to solve all problems with a systematic approach and to perservere the struggle to gain a solution. I value education as a means to open the doors of opportunity.

Hello prospective students!My name is Naomi and I am currently a rising 4th-year medical student. I have my B.S. in Biology with a concentration in Neuroscience, and an M.S. in Biomedical Sciences. I have experience tutoring at the undergraduate and graduate levels. I spent a year teaching math and science for a non-profit organization so I have experience with younger age groups as well. I have a great love for the sciences and look forward to working with you.

I have completed a BS in Retail Management and a BA in Languages and Cultures. Additionally, I have completed an MA in Archaeology of the Classical Mediterranean at the University of Sheffield in the UK. My passion is in Roman Archaeology and have dug at Roman sites in England and Italy. During my BA I also found a passion in Latin. It gave me a challenge I was looking for and I love to beat it. My mission as a tutor is to help students to fully comprehend, memorize, and be as successful in Latin as they possibly can. I am extremely patient and will do whatever it takes to help you become better at the language.

Hi! I am an enthusiastic, hard working sophomore at the University of Michigan in Ann Arbor, MI. I am studying Biomedical Engineering and aspire to become an oral surgeon. In my free time, you will find me at the gym, running, playing basketball, and lifting weights. I believe exercise to be a fantastic stress reliever and motivator. I have over 250 hours of tutoring experience and am excited to tutor students with their homework or with test preparation. I recognize education is the gateway to a better living, so rest assured, I will make every effort to teach students the concepts, so they can apply their knowledge to unique situations. In a world of increasing automation, it is critical students are versatile and can adapt to new situations on the fly. To that end, I will teach them how to solve a problem rather than state the solution to the problem. Often times, students use my guidance to arrive at the solution themselves. This gives students confidence and sharpens their understanding. I will also motivate my students whenever necessary to keep them excited about learning Chemistry or Calculus. Some concepts can be tedious to learn, so it is important to never lose sight of its real world application. I look forward to tutoring my students and helping them reach the next level! Please feel free to reach out!

I am currently working on my Master's degree in Education. My area of specialization is Biology. I have a Bachelor's of Science degree in Biological Sciences from Florida Atlantic University. I have been teaching since 2010 on a simple philosophy: No matter how complex a topic is, it is possible to simplify it to a level where anyone can understand it fully. My passion is to break down complex topics into simpler ones. I am a strong believer of Bruner's Spiral Curriculum. This particular methodology is composed of three parts. They are: revisiting a topic/subject area frequently, increasing the complexity of the topic with each revisit, and learning to relate previous knowledge with the new one. Following this model, students can learn more effectively and retain most of the information and use that in the future. Being multilingual has helped me tremendously to assist students who native language is not English. Being able to speak three languages helps me interact with my students more effectively. Coming from a country from South-East Asia gives me the multicultural background that teaches me to be tolerant, respectful, and patient to all individuals. I believe that patience is the single most important criterion that an educator should possess.

Statement of My Teaching PhilosophyIf I summed up my teaching philosophy, it would be in two sentences I often heard growing up:"I don't teach math; I teach people."and"This may be a class on American government, but it's not a democracy."I don't teach math or American governments my father and mother did, respectively but I do teach people and my classroom is not a democracy. The latter sentiment may sound a bit harsh out of context, but I've found the wisdom in my mother's words as I've found my own way as a teacher in the disciplines of theater arts, modern languages, translation, and creative writing. What she meant (and what I mean when I repeat her) is that a classroom needs a benevolent dictator (a philosopher king, if you will) who ensures the safety of the intellectual space the place where ideas are aired, exchanged, and sometimes rejected. In my classrooms, I aim to be that arbiter and enforcer of the rules of civil discourse, where no question is stupid, no thought unworthy, and no student who's willing to engage should ever feel left behind or left out.My own version of combining my parents' wisdom as teachers comes out not only when I'm running a classroom, but also when I'm running a rehearsal as either a director or producer of theatrical work: "I'm your backstop; I won't let you embarrass yourself if I can help it." I've twice postponed play openings so that hardworking actors in my charge who weren't ready to be on public display (through no fault of their own) could regain the calm state of mind necessary to do their best work and stop worrying about looking foolish in front of others.I had a similar experience as a teacher when I was conducting a playwriting workshop with high-schoolers in a creative writing class. None of them had ever even thought about writing a play, much less actually written one, and so they were at a total loss as to how to start even after instruction and encouragement. We'd already read a few plays and brainstormed what about the form and genre made the works "plays" at all, but still the students balked when it was their turn to put pen to paper. My lesson plan wasn't going to work if I simply forced it, and so I had to think on my feet and really listen to what my students were telling me: they were scared, and if put to a vote, they'd collectively abandon the project I'd set out before them and not think twice about throwing in the towel and moving on to something else.Pivoting and drawing on a translation exercise I'd run with my Master's classmates the year beforeI asked each student to simply write whatever word or phrase popped into their heads at that moment at the top of the page. They did it, no problem. Voila title. Then I asked them to pass the paper to the next student and had them all write whatever line of dialog came to mind at first seeing the "title" on the page they'd been passed. Again, they did it. They hadn't rejected my leadership, only my initial approach. Half an hour later and several passes under their belts, they each got their original paper back full of dialog and characterizations flowing one line to the next and all started from the simple words they'd first written at the top.At that point, I had to take a gamble that somewhere along the way of creatively writing, they'd overcome their initial hesitations and fear of writing a play. I told them their homework was to choose one of three options for what they had before them: 1) read through it and put their name at the top as something they were proud to turn in as their first draft of a play; 2) edit it so that it was a play they were happy to submit in draft form; or 3) write a new ten-minute play and turn that in. Not a single student turned in a page from the exercise, edited or otherwise. Some drew ideas from their classmates' writing; some didn't. But every one of them turned in something new and of their own exclusive creative flow.As a corollary to that event where I'd made the rules and even had to make them up on the spot those same students surprised me again at the end of the workshop. I'd promised that no one ever had to read their work aloud, that I'd be the only one reading and commenting on it unless they gave permission for it to be otherwise, and that at the end of the workshop anyone who wanted to see their play performed would have time to have it stage-read. No one wanted anything but protected anonymity in the first weeks of the workshop. All the writing was for my eyes only. By the end, however, students were volunteering to not only have their own work read and performed, but also to be the ones reading and performing their peers' work. They went from being afraid to write a play at all to being a roomful of budding actors, reading each other's plays and vying for roles they thought they could play to the hilt in front of everyone.Those students, of course, deserve most of the credit for their own willingness to be engaged and to trust me. Every student does because it's far scarier to be a student than it is to be an instructor even on the most frightening of teaching days. That said, however, I think I can safely say that it was my willingness to teach people and not playwriting, to give my students the safety of a strong, present leader who could make up rules on his feet instead of letting them flounder when finding their own way became paralyzing and counter productive that helped us all achieve some meaningful amount of learning and self-discovery. When prompted several months later by the creative-writing teacher for whom I'd run the workshop to write about their favorite and least favorite parts of her class, one student wrote this:"I would love to take Creative Writing again and write another 10-minute play. That is (so far) my absolute favorite assignment of my high school career. In Creative Writing class, I was scared because it seemed like a lot of work, but it turned out to help me find my passion. I'm an okay writer. I need some improvement, but I loved writing scripts and such. Watching people in class perform my play was a dream come true."Teaching people is my dream come true, and I look forward to doing it for as long as there are people willing to learn.

"A good teacher inspires hope, ignites the imagination, and instills a love of learning." ~ Brad HenryI am an experienced teacher with over 25 years of teaching experience. I've worked with hundreds of preschoolers and elementary school students in both public and private schools. My Master of Teaching (Early Education) degree has served me well, and I've been trained in, and utilize, the Orton-Gillingham method of teaching reading.It is my belief that children learn best by doing, using a multi-sensory approach. During our lessons together, I'll use a combination of activities including songs, movement, rhymes, art /crafts, games, hands-on materials, cooking, and traditional paper and pencil activities to help your child learn. In addition, I'll use informal assessment techniques to gauge your child's strengths, needs, and progress. Also, since parents are a child's #1 teachers, I'll look forward to engaging with you and keeping you informed!Thank you for considering me as a tutor for your child!

I graduated with a Bachelor of Science from Florida International University (FIU), where I majored in Biological Sciences and minored in Chemistry. I am currently in my gap year awaiting matriculation into medical school August of 2016. My first instructing experience was as a shooting line coach in the U.S. Navy, where patience and attention to detail served me well in improving my fellow sailor's skills. My academic instructing experience includes being a Peer Led Team Learning (PLTL) leader for science-based subjects, a Learning Assistant for Human Anatomy, and tutoring students in various subjects or for graduate school entrance exams. My favorite subjects are Biology, Physiology, Anatomy, and Biochemistry because I am intrigued by how the human body functions. I find it important to always facilitate a positive learning environment by being supportive, enthusiastic, and accessible. I enjoy teaching because it helps me better learn a subject, while connecting with people on a meaningful level as I help them succeed academically. In my spare time I enjoy playing soccer, reading, playing guitar, freediving, and travelling.

I graduated from UC San Diego with a Bachelor of Science degree in Physiology and Neuroscience and minors in Psychology and Hebrew Language and Literature. Throughout my time in college, I continued to work on study methods to help me maintain a high level of understanding of topics while enjoying the process of learning as well. Being able to figure out what study methods worked best for me (regardless of the subject I was studying) is the reason that I believe I was successful in my undergraduate studies and is crucial in any kind of learning in my opinion.I strongly feel that focusing on what a person enjoys and using their strengths toward their advantage is the only way to help someone truly learn well and recall information correctly. This is the type of strategy that I would like to employ when I tutor your child. Because everyone learns differently, I will need to speak to the parents before the first tutoring session.The first thing I'd like to do is get to know your child by speaking to you. I would like to understand what your child enjoys to do (hobbies, sports, etc.) and what you feel is the best way your child learns. After I have a better understanding of who your child is, I will attempt to incorporate the things that your child enjoys to make the tutoring session much more fun and exciting. Whether it's through visuals, references or mnemonics, I will try to discover what works best and will continue using this method to teach your child the subjects that your child struggles with. My hope is that your child will continue to use and develop these methods of learning that they enjoy on their own as well so that one day they too can apply it to any future subject that they might struggle with.In my spare time, I enjoy sports (especially basketball), Krav Maga, the beach, traveling and meeting new people. I look forward to speaking to you and helping your child succeed in school and to help create a better path for your child to learn.

I am a graduate electronics engineer and passionate about Mathematics & Computer programming. In my experience mathematics and logical thinking are critical factors for success in most of the professions. And it can be taught easily. My teaching philosophy would be to explain the topic in a simple manner with interesting examples and then adequate practice would build student's confidence. Also it could be made more interesting by playing logical games, quizzes, puzzles and with fun of subjects. This way students struggling with the subject find learning exciting and not boring and can boost their confidence. In my free time I practice meditation, read books, solve challenging puzzles & watch movies. I really look forward to work with enthusiastic students.