Alex - Maths tutor - Trumbull
Alex - Maths tutor - Trumbull

Alex

  • Rate R230
  • Response 1h
Alex - Maths tutor - Trumbull

R230/h

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  • Maths
  • Algebra
  • Trigonometry
  • Arithmetic
  • Precalculus

AP Calculus BC student at Trumbull High School (Junior), offers tutoring at Hillcrest Elementary School, understands first-hand how most educators are taking an approach to teaching mathematics today

  • Maths
  • Algebra
  • Trigonometry
  • Arithmetic
  • Precalculus

Lesson location

About Alex

Being a current student, I what it can be like to struggle academically. It's frustrating being in a classroom where the teacher has already taught, everyone else already gets it, but you still don't understand it. Luckily, I rarely had to feel this in math, but I know how especially annoying it can be when you feel like you can do it right and understand what is happening on the board, and then you get back a subpar grade on your next test.

This is why every Wednesday and Friday afternoon, I walk out of my 8th-period class and straight to the local middle school on campus because I know that there are some kids who took the same classes that I did there but have a different, frustrated relationship with it.

I can say confidently, that being a current student and raised by educators, I am more immersed in the educational process than most, and I understand better how teachers are teaching trigonometry now, not before. I am well versed in all math topics up until Calculus BC (my current study), I take my academics seriously, and I want to help. Whatever the math needs, I am here for you.

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About the lesson

  • Primary
  • Secondary
  • Matric/GCSE
  • +7

    • levels :

    Primary

    Secondary

    Matric/GCSE

    AS Level

    A Level

    BTech

    Adult education

    Masters

    Doctorate

    MBA

  • English

Languages in which the lesson is available :

English

Lessons for elementary school students (Arithmetic, Basic Geometry, PreAlgebra):

- Contact parent/guardian about classroom struggles, learning disabilities, etc.
- Contact student about what they think their struggles are
- Ensure that the student/parent know what topic they are learning in school, what the subject-specific struggles are, and if the teacher has assigned or offered any subject material (generate this on my own, writing out practice problems, if not)
- Accommodating accordingly is key to giving a specialized lesson
- This requires clear communication with parent/student
- This means preparing the right material for the lesson (if a parent tells me that a teacher finds that the student rushes through his work, for example, I prepare multistep problems to "break up" the steps and ensure that the student understands each part before moving on)
- Be timely for the session
- A parent and student have responsibilities outside of the lesson. I would start the lesson promptly, prepare to end it when the session is over and ensure that each session is clearly marked on my calendar
- Have a goal (the student should always walk out of my lesson with a skill, understanding, or even just "the next step," so that they come to class the next day more prepared and confident)
- Understand the learning style
- If the student shows that they have an analytical mind, I show them why a problem strategy might work. If the student has a practical mind, I show them mnemonics or problem-solving shortcuts, that I have learned, to better assist their needs.
- Start with dependence, aim for dependence
- Eventually, a student must have to learn a skill to the point where they are confident enough to use it on their own.
- Take "foiling" for example: I first might want to show a student when to use this technique and when not to ["use it here: (x+9)(x-4), but not here: (x+9+x-4)"]. I then do a problem out, all by myself, but ensure that they follow on along the way (I use "get that?" or "check?"). I then present a problem to them and ask them what first step they might take. I then take that step myself but show them how I took it (I do the actual multiplying, but they must show me the F, O, I and L terms in the solving). In the third go, I take the student through the problem, though step by step (the student completes the foiling, but we stop at each letter in FOIL. And in the 4th go, it is completely independent. We then check if the answer is right, see where problems may have arose, and write down what to fix for next time.

Lessons for secondary school students (Algebra, Geometry, Trig, Precalc, Calc AB):

- The main difference I hold in philosophy here is independence
- The student should be better versed in articulating their specific needs, whether they be with learning or with the math material
- Parent contact is still important in order to schedule or in the case that the student is not available to communicate
- In these higher-level classes, more independence is expected of the student
- I would ask that the student have problems and questions ready to go before the lesson begins, so that we have more time to teach and learn

Overall like to tutor in a style that considers the situation. That being said, teachers, parents, and even students themselves have goals that they hope they can reach through me. I use that as a guideline, before setting any of my goals for the student.

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Rates

Rate

  • R230

Package rates

  • 5h: R1150
  • 10h: R2300

online

  • R230/h

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levels

Primary

Secondary

Matric/GCSE

AS Level

A Level

BTech

Adult education

Masters

Doctorate

MBA

Languages in which the lesson is available

English

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