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Alexander

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Alexander is a successful start-up entrepreneur and IT Business Consultant. With an extensive yet thorough multidisciplinary background, Alexander has often been described as the Jack of All Trades, Master of Some. In anticipating problems early on, restructuring inefficient work flows, and identifying low-risk, high-reward opportunities, Alexander has had the unique distinction of frequently eliminating the need for his own job. I know Ive addressed all of my customers needs when I never hear from them again (for that issue).

Currently, Alexander operates as a freelance consultant who also serves as CEO for another company as well, where he spearheaded a rebranding initiative that helped the already well-established business triple its growth and take advantage of new market opportunities yielding high returns on investment.

Alexander has also served roles in software development, IT administration, academic research, and academic instruction, among others.

As a software developer, Alexander developed a context-injectible semantic refactoring engine for HTML and Javascript documents used to completely rehaul several thousand web documents systematically rather than by hand. He developed numerous engine recipes used to transform these non-standards compliant, antipattern-ridden web pages into standards-compliant, semantic, responsive web pages.

While serving as part of a Help Desk in another role, Alexander volunteered to create a system consolidating internal documentation and providing project management with tracking and change-control capabilities; this system eliminated numerous bottlenecks in team communication, and greatly facilitated project collaboration. He also took the initiative to modernize their system imaging process by creating a company-customized, server-deployable version of the Windows 7 operating system using the latest technologies from and best practices recommended by Microsoft.

With a grant from the National Science Foundation, Alexander engaged in research in the field of Computer Vision and developed algorithms to perform the automatic recognition and identification of business entities within images. His research was subsequently published and presented at the 10th International Conference on Machine Learning and Applications (ICMLA11).

Alexanders love of learning is paralleled only by his love of teaching. He has tutored a multitude of subjects over the years to students of all ages and backgrounds. His experience spans private tutoring, group instruction, lecture hall instruction, teaching a university course, and e-tutoring. A self-taught learning specialist, Alexander doesnt just relay information; he empowers his students to master the material once, and master it for a lifetime.

Alexander received his Computer Science BS from the University of Central Florida. He is also an experienced IT technician bearing A+, Network+, and Security+ certification, and is the co-author of 'Street View Challenge: Identification of Commercial Entities in Street View Imagery'.

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Alexander’s Qualifications

Education & Certification

Undergraduate Degree: University of Central Florida - Bachelors, Computer Science

Hobbies

Ice Skating, Swimming, Bowling, Programming, Reading, Taking my puppy to the dog park

Tutoring Subjects

Accounting

ACCUPLACER Arithmetic Prep

ACCUPLACER ESL Prep

ACCUPLACER ESL - Listening Prep

ACCUPLACER ESL - Reading Skills Prep

ACCUPLACER ESL - Sentence Meaning Prep

ACCUPLACER Language Use Prep

ACCUPLACER WritePlacer Prep

Advanced Placement Prep

Algebra

Algebra 2

Algebra 3/4

Algorithms

American Literature

AP Calculus AB

AP Computer Science

AP Computer Science A

AP Computer Science Principles

Applied Mathematics

BASIC

Basic Computer Literacy

Biology

Business

Business Writing

C

Calculus

Chemistry

CLEP Prep

CLEP Calculus

CLEP College Algebra

CLEP College Composition

CLEP College Composition Modular

CLEP College Mathematics

CLEP Precalculus

College Algebra

College Application Essays

College Biology

College Business

College Computer Science

College Economics

College English

College Level American History

College Level American Literature

COMPASS Mathematics Prep

COMPASS Reading Prep

COMPASS Writing Skills Prep

Compilers

Computational Problem Solving

Computer Architecture

Computer Game Design

Computer Programming

Computer Science

Computer Theory

Concurrency

Conversational Spanish

Cryptogrophy

Data Structure

Discrete Math

Economics

Elementary School

Elementary School Math

Elementary School Reading

Elementary School Science

Elementary School Writing

Finite Mathematics

GED Prep

GED Math

GED Reasoning Through Language Arts

GED Science

GED Social Studies

Geography

Geometry

Gifted

High School Accounting

High School Biology

High School Business

High School Chemistry

High School Computer Science

High School Economics

High School English

High School Geography

High School Level American History

High School Level American Literature

High School Physics

High School Political Science

High School World History

High School Writing

History

Homework Support

IB

IB Computer Science

IB Computer Science HL

IB Computer Science SL

IB Extended Essay

IB Further Mathematics

IB Further Mathematics HL

IB Information Technology in a Global Society

IB Mathematical Studies

IB Mathematical Studies SL

IB Mathematics

IB Mathematics HL

IB Mathematics SL

IB Theory of Knowledge

College Math

Java

Languages

Linux

Macroeconomics

Math

Middle School

Middle School Reading

Middle School Reading Comprehension

Middle School Science

Middle School Writing

Operating Systems

Other

Parallel Computing

PC Basic Computer Skills

Physics

Political Science

Pre-Calculus

Probability

Quantitative Reasoning

Science

Social Networking

Social Sciences

Social studies

Software

Software Engineering

Spanish

Spanish 1

Spanish 2

Spelling Bee

Study Skills

Study Skills and Organization

Summer

Technical Writing

Technology and Computer Science

Test Prep

Trigonometry

World History


Q & A

What is your teaching philosophy?

Learning is a skill, and, like any other skill, it can be refined with proper guidance and practice.

What might you do in a typical first session with a student?

Get to know the student! What are your short term and long term goals? What is your academic background (i.e. prior courses/grades)? What is your routine like? All these questions will help me tailor a curriculum to the student's individual needs, whether they be focused on specific subject matter or learning & organizational skills in general.

How can you help a student become an independent learner?

Learn to become a better learner by understanding how learning works. Once you're acquainted with how your brain processes knowledge, you'll be better equipped to study more efficiently and effectively.

How would you help a student stay motivated?

Learning is its own reward. Once you've come to appreciate this sentiment, you'll never be bored learning. Even if a subject seems 'useless' or 'uninteresting,' there are always ways you can relate what you learn to your everyday life.

If a student has difficulty learning a skill or concept, what would you do?

First, I'd gauge the student's competencies in the prerequisite knowledge necessary to tackle the task at hand. Typically moving forward means first taking a few steps back. Once the prerequisites have been mastered, then it becomes a matter of problem solving and critical thinking skills.

How do you help students who are struggling with reading comprehension?

Reading comprehension occurs at different levels, starting with the meanings of words and phrases and ending with high-level style and structure. To improve reading comprehension, we will approach it bottom-up, starting first with the lowest level the student struggles with, so that a stronger foundation is established for addressing the higher-levels.

What strategies have you found to be most successful when you start to work with a student?

Practice, practice, practice! Many students believe that their ability to comprehend material is indicative of their ability to recall and execute the knowledge in practice; alas, this is not the case! Recognition is a different physiological process from recall and execution. The only way to improve performance is to exercise recall and execution; that is, practice!

How would you help a student get excited/engaged with a subject that they are struggling in?

All knowledge has its uses, and even the most obscure subjects can have applications to everyday life. Even if a subject appears to lack practical applications to everyday life (such as geology or art history), we can always appreciate how fields of study and the subject of the study have evolved over time.

What techniques would you use to be sure that a student understands the material?

The best indicator of comprehension is an open-book test. If the student truly comprehends the material, they should be able to solve problems when the prerequisite knowledge is readily accessible to them. A student’s performance on an open-book test will allow me to gauge areas where the student has difficulties with problem solving. A student who performs well on an open-book test can then proceed to focus on recall and retention for lifelong mastery.

How do you build a student's confidence in a subject?

When very detailed and explicit objectives are established, students can measure their own progress towards satisfying goals. Quantifying and measuring progress is one of the greatest ways a student can build confidence in their growing competency.

How do you evaluate a student's needs?

I inquire about the student’s short term and long term goals. Do you just want to pass the test? Do you just want to pass the course? Do you want to master the material in preparation for subsequent courses? Do you want to master the material for personal, professional, or academic purposes? Once a student's goals (esp. short term and long term) have been established, then we can identify and break down the student's needs into milestones we use to measure our progress towards meeting those goals.

How do you adapt your tutoring to the student's needs?

To identify a student's needs, I first observe the student 'studying/doing homework as usual.' This will give me all the information I need to identify the student’s strengths and weaknesses, so I can adjust my teaching priorities accordingly.


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