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I've been teaching and tutoring Statistics Plus, Modeling Algebra, Algebra for Calculus Plus, Algebra for Calculus Boost, trigonometric, Basic Mathematical concepts II, and calculus for the past few years. I've been on a never-ending quest to understand how students think about math. I've had the opportunity to teach students from a variety of cultures, backgrounds, ages, and skills.
I believe that the most successful way to teach mathematics is to link the subject to its fundamental need while also personally inspiring students by engaging classroom activities and being accessible. For both major and non-major students, tangible examples of current research and applied mathematics and statistics problems are the most motivating factors, but many of them may require personal motivation to learn the content. As reviews and enthusiasm for the subject and students, I am capable of successfully overcoming the stigma that students have attached to applied mathematics and statistics fields.
In the classroom, I actively encourage students to use the mathematical method when working with guided examples. I've found that the most engaging lectures begin with a specific example. By promoting class involvement as a group activity, this provides a concrete and practical basis for illustrating the importance of the mathematical or statistical concept that will be discussed in a subsequent theory or proof.
Learning mathematics takes a lot of time and effort. Also for experts, real mathematical learning necessitates a significant amount of time and effort, which most students are unaware of. It's a widely held belief that, at least in mathematics, you either "get it" right away or you'll never "get it" (so why bother trying). It's odd that such a theory doesn't seem to apply to other adventures doubt most students assume that if a nursing student doesn't learn to put in an IV correctly the first time, he or she will never learn to do so. Students should understand that mastering everything, including mathematics, requires a lot of practice and time.
Someone could stand in front of a blackboard and preach aimlessly while pretending to be an educator. However, if one genuinely wishes to impart information, an attempt must be made to provide meaningful learning opportunities for students, which do not always include lecturing.
Based on the above assumptions about mathematical learning and teaching, I try to build a welcoming learning atmosphere in my classrooms where students are encouraged to ask questions and take an active role in their own education. Finally, I believe that the best learning happens when a motivated student meets a motivated mentor, and I aspire to be an enthusiastic and motivated instructor every day.

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Shweta’s Qualifications

Education & Certification

Graduate Degree: Kent State University at Salem - Master of Science, Applied Mathematics


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