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Gregory

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I'm currently a 26-year-old structural engineer with a knack for mathematics! When I'm not designing buildings at my day job, I enjoy working as a math tutor and sharing my excitement for the subject with others!

Whether I’m helping a prospective student with homework, test preparation, or solving practice problems, I will do my best to improve the student's overall understanding of the topic through patience and effective communication skills. My step-by-step approach to problem solving is key to identifying and correcting any source of confusion that can disrupt the student’s progress in the classroom.

My background in tutoring started while in college at the University of Delaware, where I tutored students in both pre-Calculus and Calculus I coursework. I also served as a Teaching Assistant throughout graduate school, hosting office-hours and assisting students with their completion of project assignments in a senior-level design course.

As an engineer, I continue to work with and utilize advanced math concepts on a regular basis. It's my utmost goal to share my math knowledge with others and make sure that they're on the right track for success. Every student is different and not everyone learns the same way… I look forward to working with each unique student while developing a personal teaching approach that works best for them!

Gregory’s Qualifications

Education & Certification

Undergraduate Degree: University of Delaware - Bachelors, Civil Engineering

Graduate Degree: University of Delaware - Masters, Structural Engineering

Hobbies

I like being active! In my spare time you can probably find me either going on a run, taking a hike, playing lacrosse, or even hurling a dodgeball in my competitive dodgeball league!


Q & A

What is your teaching philosophy?

Math can definitely be confusing at times, especially when trying to learn straight from a textbook! My goal is to walk students step-by-step through challenging concepts and problems to help them develop a better understanding of the subject and reach their goals!

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

I always start by introducing myself. I share with the student my background and why I tend to like certain math subjects so much. After introductions, I like to figure out what the student's goals are, and determine how I can help the student the best. Once we've figured out and established some goals, we can either dive into recent assignments that seemed challenging, quizzes or tests that came back lower than expected, or even do a skills assessment to determine which topics seem to be the most confusing. At the conclusion of the first session, we will outline our future steps to improvement. Once we've ended our first session, I'll begin assembling a strategy and lesson plans so that we can build upon the student's current level of understanding and improve the student's performance (and enjoyment) with respect to the subject.