Richard - Computer programming tutor - Bakersfield
1st lesson free
Richard - Computer programming tutor - Bakersfield

Richard

  • Rate R828
  • Response 1h
  • Students

    Number of students Richard has accompanied since joining Superprof

    3

    Number of students Richard has accompanied since joining Superprof

Richard - Computer programming tutor - Bakersfield

R828/h

1st lesson free

Contact

1st lesson free

1st lesson free

  • Computer Programming
  • C Programming Language
  • JavaScript

Experienced tutor in Computer programming in Bakersfield, Richard offers private lessons tailored to your needs.

  • Computer Programming
  • C Programming Language
  • JavaScript

Lesson location

About Richard

I am a software developer by trade. I have worked in San Fransisco, San Jose among other place. I have been a contractor for some time working for large concerns and small businesses. I have worked for NASA related concerns as well.

I have had to solve many different kinds of problems for many different kind of expectations. I have worked within research organizations, business and publishing organizations as well.

Another activity of mine is to tutor and teach. I have tutored math frequently. I also subsitute teach at local high schools part time. I am familiar with the many roadblocks that hinder mathematics progress. And, I am happy to talk students through their problems. I also can teach people how to program and work them through projects.

I have taught and tutored math at high school and college level. In computers I have mentored at college and advanced professional levels.

When it comes to programming, I am not about just pulling out a package and following the installation instructions. I am more about building from basic principles and being aware of the pitfalls offered by easy solutions. That said, I readily take the shortcut when it's the best option.

When it comes to teaching, I do my best to understand the individual stundent's level. Sometimes a student needs a different concept or strategy to work with. It's best to try to get introduce stories that fit the student's life rather than some textbook idea of it. It helps to get the students to see the strategy themselves.

It's not just about getting students to visualize their problem context. I worked in a group at Google for a little while. We had ran into a problem with the system stemming from a misconception on the part of a senior programmer, a dedicated student of the subject with maybe ten years after college. One very astute developer explained the concept in a very technical and correct way that did more to make the explainer look smart than help the senior programmer to see the problem. So, I asked if I could give it a try. I simply resorted to tutoring techniques, asking questions and relating, until the senior programmer admitted that he had to think about the problem. I had talked to the senior programmer a few days before about the problem. He had simply said that he knew that he was correct about his approach. After the astute developers explanation, he was still not convinced. But, when I talked to him, I could see his eyes moving and seeing his data structures, the distributed computers working out of sync. Then, he sighed. Later the astuted developer asked how I did it. And, I just told him that tutoring and teaching helped me learn to talk to people. At that point the astute developer took a deep breath almost showing off some sudden realization.

Well, I am almost bragging. But, really it's about the student. Perhaps when I started tutoring and teaching I got it wrong, thinking that somehow I had information to impart. But, it's really about the student's progress. I don't know if I am that good at relating. But, a lot of students have helped me get better at it. They did that by just being students.

I started helping fellow students from the beginning. Later, after some time working for NASA contractors, I went to my hometown near Cal Poly. I started as an outside tutor, as a freelancer, with the Math department there. 



I have a Bachelor of Science in Mathematics. 

I have worked in research and business settings for many years, writing computer programs and doing mathematics. 

Some years ago, I started tutoring fairly regularly college and high school students. And, I have done substitute teaching at the high school level. 

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About the lesson

  • Primary
  • Secondary
  • Matric/GCSE
  • +12

    • levels :

    Primary

    Secondary

    Matric/GCSE

    AS Level

    A Level

    BTech

    Adult education

    Masters

    Doctorate

    MBA

    Beginner

    Intermediate

    Advanced

    Professional

    Kids

  • English

Languages in which the lesson is available :

English

First find out what they are working on.

Ask them if they can explain any of it.

Sometimes they have failed tests or marked up homework where you can start to see the problem.

Ask them questions to see if they have model of what they are supposed to be solving problems about.

Invent new problems. Tell them new stories. (For small children, I made up fairy tails with numbers as characters, for example.) Maybe chemistry is like cooking. Maybe their dad schedules workers, and they are doing related rates. Is the problem symbolic? Does the math representation from the lectures differ from the homework? And, on and on.

Start working some problems. Drill if there is an area that needs it. For example, I had one kid who just couldn't line up simultaneous equations. So, lots of equations with guide lines and he had to put the variables and numbers in the right place. He went from tripping to walking carefully.

Not everyone turns into a super genius. Some do. Some disappear and later they tell you that the one time is all they needed. Math is more like that than computers. Some kids are sure they are right about everything when they just aren't. You have to ask them why. Why would they be there if they didn't need it? But, be nice about it.

Be multimodal even when it's not required. All learning is better if experienced by visual, auditory, and doing

Be very inerruptable and be willing to interrupt. Stop the student when a mistake starts to happen. Ask a question and wait for them to get unstuck. Maybe jump in if it looks hopeless.

Don't forget the studen is a human being.



All levels of high school math and up to some upper division courses in college. I can cover most topics in computer science. My strength in the higher levels of math might be more related to DSP. Most college tutoring had to do with calculus. 

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Rates

Rate

  • R828

Package rates

  • 5h: R4140
  • 10h: R8280

free lesson

The free first lesson with Richard allows you to get to know the tutor and discuss your needs and expectations.

  • 1h

online

  • R828/h

Details

My rate for tutoring starts at $60.00 per hour. If I have to travel far, I will need to add the price of fuel for my hybrid car. 

For long distances, it would help if there were more than one student in the area to share in fuel prices for the day.

I am happy to reduce the hourly per student if there is a group of students who will be in the lesson at the same time. 

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levels

Primary

Secondary

Matric/GCSE

AS Level

A Level

BTech

Adult education

Masters

Doctorate

MBA

Beginner

Intermediate

Advanced

Professional

Kids

Languages in which the lesson is available

English

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