A photo of Toyeeb, a tutor from Morgan State University

Toyeeb

Certified Tutor

Call us today to connect with a top tutor
(888) 888-0446

I am a Magna cum Laude of Morgan State University with a Bachelor of Science in Actuarial Science. I have loved studying and teaching challenging courses especially anything related with mathematics since when I was a little boy. I used to sit on the floor of our kitchen and always tried to solve challenging assignments in all hard math and sciences when other children of my age were playing.

Tutoring is part of my personality because I really want to be part of a community that promotes the development and use of mathematics, statistics, probability, any other sciences to resolve certain problems facing the world such as contribute to the financial security of companies. By doing that, I will also encourage a lot of students especially among those underrepresented populations like Africans to love sciences and to increase the number of those people in any fields where mathematics is needed.

I hope to become a mentor, a role model and one of the special people who can bring a new way of teaching others to become lovers of Mathematics.

Toyeeb’s Qualifications

Education & Certification

Undergraduate Degree: Morgan State University - Bachelors, Actuarial Science

Hobbies

Mathematics, Soccer, Swimming, Gym, Musics, Religious and Philosophical books...


Q & A

What is your teaching philosophy?

Throughout my tutoring career, I have had the opportunity to interact with students from High School to College, both in group and one-on-one settings. In my experience, the three biggest obstacles to learning are a student’s belief that math is luck, math is impossible, or math is for people who can memorize things. Therefore, my teaching philosophy is as follows. Make students understand that solving math problems is not about luck, but it is attributed to understanding the materials. For, students must trust themselves. Make math possible. I won't deny the fact that math can be challenging. But as I always say, it is only challenging the time you don't understand the materials. Once you get the concept and are able to practice more, then it becomes "water in the mouth." Like I often say: " Everything is challenging, until you decide to challenge yourself in order to challenge the challenging." Just to say that you are ready to work and do your assignment, you will become the next genius in the class, school, community, city, state, country and even the world. Make math second nature. It is true that facts, formulas, or procedures can be the real problem of not being able to solve a mathematical problem. This is the time to point out to students that one memorizes through repetition. Believe me, memorization plays a big role for success, but it is not the main thing. The main thing is for a student to organize their thinking and use it to recall data. Again, math is not by luck; math is possible and understandable, so it is very useful for us because we all need and use math in our daily life, such as when we go for groceries and waiting are for the cashiers to give us our change, when we deposit money in our checking account and realize later that the money increases by a certain percentage, when we use it when trying to figure out how much gas to put in our car, etc.

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

I will introduce myself and let the student do the same, and I will try to identify the developmental and educational needs of the student, while helping in order to be able to improve their knowledge, skills and grades.

How can you help a student become an independent learner?

I believe that having the ability to know the interests of the student, while giving examples on how to tackle and solve problems and test the students back, is the key to help become an independent learner.

How would you help a student stay motivated?

To be able to help a student stay motivated is all about having the ability to listen to the concerns of the student and be able to guide the student towards the answers.

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

A great tutor would tell you that there is no one way to solve a problem. So, there are a lot of skills that people can use to explain material. I will definitely use other methods of getting my message across.

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

Let the students talk, and ask them simple questions related to the material in order to know their levels of comprehension, their interests and their main problems. Usually, that information is good enough to be successful.

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

I will definitely try to explain the basics things to know about the subject that will be needed to understand it. Then, for each basic knowledge given, I will follow it with examples and test them before I can move on.

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

There are no real techniques. I believe that we are all different in the way we understand or see things. So, the technique to use will depend on the student in front of me.

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

A student's confidence is built by giving him or her the opportunity to solve a problem and encouraging them to continue practicing.

How do you evaluate a student's needs?

My best way to evaluate students is through conversation that we will have and through some questions that I will ask the student.

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

I adapt my tutoring to the student's needs through their interests and motivation to learn.

What types of materials do you typically use during a tutoring session?

I usually use a student's materials, or create questions while tutoring the students.

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

I usually help them underline the premises and conclusion within a text, using the techniques of premise and conclusion indicators.