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I am an avid fan of innovation in the field of education. I want to teach others how to approach their study sessions with an understanding of how their brain works.
This can equip students with routines that are customized for their current course load and academic goals. Making students' academic pursuits a sustainable lifestyle is my primary goal but I enjoy enriching their understanding of the universe and enabling their critical thinking.

My students learn to understand proper time management and how to break down activities. I also like to make sure my students feel comfortable with analysis, editing, note taking, and other methods to give them a competitive edge. The fuel students should use is intrinsic motivation, enjoyment, and the thrill of delving into a topic they can use to expand their horizons or perspective on life in the 21st century.

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Adam’s Qualifications

Education & Certification

Undergraduate Degree: Santa Monica College - Bachelors, General Science


Museums, art galleries, martial arts, piano, open mics, performing, film creation, MATLAB, learning online, Reddit, video editing, writing, creating, exploring, etc. I am a man of science.

Tutoring Subjects

Academic Coaching




ACCUPLACER ESL - Reading Skills

ACCUPLACER ESL - Sentence Meaning



ACT Aspire

ACT Writing


Adult Literacy




Algebra 2


American Literature

Analytical Chemistry


AP Computer Science Principles

AP Music Theory

AP Physics 2

AP Research

Applied Mathematics

Audition Prep



Biomedical Engineering




Business Analytics

Cell Biology


CLEP American Government

CLEP American Literature

CLEP Analyzing and Interpreting Literature

CLEP Biology

CLEP Calculus

CLEP Chemistry

CLEP College Algebra

CLEP College Composition

CLEP College Composition Modular

CLEP College Mathematics

CLEP English Literature

CLEP Human Growth and Development

CLEP Humanities

CLEP Introduction to Educational Psychology

CLEP Introductory Psychology

CLEP Introductory Sociology

CLEP Natural Sciences

CLEP Precalculus

CLEP Principles of Marketing

CLEP Social Sciences and History

CLEP Western Civilization II: 1648 to the Present

College Application Essays

College English

College Math

College Physics

Comparative Literature

COMPASS Mathematics


COMPASS Writing Skills

Competition Math

Computational Problem Solving

Computer Game Design


Creative Writing

Data Structures



Elementary School

Elementary School Math

Elementary School Reading

Elementary School Science

Elementary School Writing



Essay Editing

Fiction Writing

GED Prep

GED Math

GED Reasoning Through Language Arts

GED Science

GED Social Studies

GMAT Analytical Writing Assessment

Graduate Test Prep

High School Business

High School Economics

High School English

High School Level American Literature

High School Physics

High School Writing

Human Development

Human Resources


IB Biology

IB Chemistry

IB Mathematics: Analysis and Approaches

IB Physics

IB Social and Cultural Anthropology

IB Theory of Knowledge


ISEE- Primary



Mechanical Engineering


Middle School Math

Middle School Reading

Middle School Reading Comprehension

Middle School Science

Middle School Writing












PSAT Critical Reading

PSAT Mathematics

PSAT Writing Skills


Public Speaking


Quantitative Reasoning



SAT Prep

SAT Math


Social Sciences

Social Studies



STAAR Grades 3-8 Prep

Statics and Dynamics

Study Skills

Study Skills and Organization

Technology and Coding

Test Prep



World Civilization

World Literature


Q & A

What is your teaching philosophy?

Not until we are older do we know what is out there to seek. Our youthful educated guesses may not pull us more than what is gratifying on command. We must reference what is not yet existing by projecting a trajectory based on our current behavior and witness where that will take us. More than looking ahead; this simulation will allow us to change a presence from now to the future to fully explore what else populates the realms of possibility. To learn, one must be receptive, eager, and have a frame to build upon. For example, a fisherman may understand how to set up a pulley system without having done so. We will make what you want a gradual adaptation to that preferred general direction. This way, when we change our minds, there is room to pivot.

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

We need a map! Where we are, what our scores before are (for data), and where are we going. To diagnose difficulties, I must watch the student in action and gather notes. Only for one session should this last. After, I will peruse their bundles of work to see their tendencies towards failure and cater to mend those habits with specialized practice regiments.

How can you help a student become an independent learner?

By providing recommended books on subjects of interest, website resources, names of quality researchers or experts, inspiration from interesting videos I have curated, etc. Lighting a candle with a lit flame isn't so difficult in the right environment.

How would you help a student stay motivated?

By making sure the learning curve is challenging enough yet not too difficult to discourage effort based on the student's personality. We can make a gamified system where they can earn a score or symbols of victory.

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

Well, this would mean we have not broken it down enough for easy digestion. The subject needs more surface area to be processed. With titles, we will highlight the core concepts and address each one with classic problems from that category or a glossary.

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

I have learned many techniques to aid in reading. We must inspire a narrative image when reading, and be able to decode the symbols at a steady rate with proper form to allow comprehension and retention.

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

Ones learned by example or by reading documented studies. Bonding, personalized goals and methods, record keeping, exercise regiments, and practice tests.

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

By showing them applications of a subject they are disinterested in, we can express to them its role in society and why it's important. Something may not be for them, but can still be advantageous, like learning laws. Don't just tell the student to do something; tell them why, and show them what is there once they arrive.

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

I would get Socratic with them, and have them do mind dumps. After they're done exhausting their time or idea pool, I will check for the cracks in their wall of thoughts. We will skim review things they missed and will take a spoken, written, and multiple-choice mini quiz. If they score poorly, we can use digital flashcards or refer to our annotated books and notes.

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

Once we have a direction and a pace set, they need to see a point system like seen in gamification. With this map and direction and velocity, we can determine their location. We can see the milestones they have passed on their educational journey through subjects. On the map will be key points they have understood for more than a given duration of time. They can spatially notice where they are and where they were. We can color code the most difficult transitions. Or, if they aren't for that sort of thing, we can watch short videos and see which parts they know about (for instance, the use of a crane to build a skyscraper, and they can brag to me about all the concepts at play).

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

I get to know their personality, their interests, and their weaknesses. Once I analyze them. I will train them to use notes that have a positive connection to them to make studying convenient. From there, we diagnose the difficulties they have based on their scores that show weakness in specific concepts within the subject. If they are hyper, we make the games interactive and dynamic. If they're more quiet and enjoy reading, I can show them clipped articles or books to outline a subject before we delve in.

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

A piece of technology, pens, pencils, and paper. That's what we start with, but it may not be what we finish with. Perhaps they like quiet energetic EDM or classical music playing. Or, maybe they have flashcards or reference sheets. They may have made a learning map. We use what is personally useful and nothing more.

How do you evaluate a student's needs?

Test scores, personal impressions, and maybe a note from their favorite and most difficult teacher. Once I watch them work on their first session, I will know more of what to expect from them. Then, I can reform their methods.

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