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Jonathan

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Hi! My aim is not just to teach your child how to "do" the work, but to also help them embrace the concepts as it relates to the world around them. Yes, I know that sounds lofty and sometimes you might be happy with just a better grade or test score. My belief is that if you understand "why" you are learning something (beyond the short term gratification) it makes the work and process of learning easier and more enjoyable. The goal of this approach is to enable the student to reach the measured (i.e. grades and test scores) levels of success faster and continue to want to learn going forward.

A little about me: I am a graduate of the University of Michigan Ann Arbor and have a MBA from the Zicklin School of Business. I spent 17 years in advertising rising to the position of Executive Vice President of Account Planning (Strategic Planning). The part of loved most about my job was mentoring young members of my team and teaching my clients how to better connect with consumers. Thus I decided to shift my career to education. That of course is where tutoring came in. My specialties are math and business and I'm driven by helping and witnessing young people have those moments when they discover learning doesn't have to "suck."

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Jonathan’s Qualifications

Education & Certification

Undergraduate Degree: University of Michigan-Ann Arbor - Bachelors, Communications Studies

Graduate Degree: CUNY Bernard M Baruch College - Masters, MBA - International Business and Marketing (double major)

Hobbies

College football (huge Michigan fan), history and world cultures, "bad" TV (train wreck reality shows) and experimenting in the kitchen

Tutoring Subjects

Algebra

Business

College Business

High School Business

Macroeconomics

Marketing

Math

Microeconomics

Middle School Math

Pre-Algebra

PSAT Prep


Q & A

What is your teaching philosophy?

I have a three pronged approach: 1) Figure out why someone wants to learn/do something and not just what it is the student needs to learn. Keep the long-term goal at the center of the experience. 2) Until the student has reached a certain level of proficiency on a concept, work the problems/questions together without working the problems/questions out for the student. 3) Relate back what the student has learned to real applications so they feel they have learned not only how to answer a question but that they have gained a new way to understand the world they live in.


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