Vamsi - Maths tutor - New York
1st lesson free
Vamsi - Maths tutor - New York

Vamsi

  • Rate R813
  • Response 1h
  • Students

    Number of students Vamsi has accompanied since joining Superprof

    9

    Number of students Vamsi has accompanied since joining Superprof

Vamsi - Maths tutor - New York

R813/h

1st lesson free

Contact

1st lesson free

1st lesson free

  • Maths
  • Algebra
  • Trigonometry
  • Arithmetic
  • Geometry

Experienced tutor in Mathematics in New York, Vamsi offers private lessons tailored to your needs.

  • Maths
  • Algebra
  • Trigonometry
  • Arithmetic
  • Geometry

Lesson location

About Vamsi

I think differently than most people I know; I apply logic, reason and emotional aspects in equal proportion, to the solution of problems.

I have an unusual amount of intuition when it comes to people, I am able to figure out motivations and intentions with a high rate of accuracy. Even with people whom I've had very little interaction with.

I don't fit stereotypes very well. I'm often the odd one out in a group.

I surprise people often with my reactions and perspectives.

I have a high EQ, which I feel is incredibly useful, particularly in my fields of management and life coaching, so I make a point of flexing and improving these skills.

I love to read and have the ability to absorb and apply abstract principles; and transfer these points of learning to other fields and applications, which I'm told is a relatively rare ability.

I love being different and surprising and not fitting stereotypes. I'm rather pleased to be me. I have great self-esteem and good confidence which makes me willing to seek out and accept challenges which I may not appear to be able to deliver on initially.

I'm not afraid of failure. In fact, I think it is an essential part of the experimental learning process that gets you to success.

Its my passion , I am proud that i convert my passion to profession .

By basics and practicing modle papers and Mock examinations 



Experience and Education. Truth is, it's not as simple as education orexperience. Greedy employers want both. A recent survey by recruitment specialists Universum found that 58% of leading employers value work experienceamong graduates more than grades or the name of their university.

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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

There is an professional standard we meet. What we focus on happens before the student briefing. We need to know several important facts, how they appear in the examination, mock papers, solving issues, etc. When we meet with a student we know many things about them. We then go trough a verification process of what they want to happen in their studies...short term and long term goals. Because we are also result analyst, Tutors and consultants we totally analyze their studies and do a personal assessment to make sure we can truly help them. this is a very involved process that is totally student centered. Best regards



All sorts of students in a class of 160 . Average and below average students require more attention even cleer ones need our attention too .



Take a demo class whoever the teacher and Negotiate with the price depends on his level of teaching .



ICC WORLD CUP 2019



A few things worth thinking about before reaching out
questions during class time to walk students through the process. When you ask more than one question, students often do not respond because they are those who provides a useful way to think about kinds of cognitive processes that ... Do not look down at yournotes while they are speaking.

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Rates

Rate

  • R813

Package rates

  • 5h: R4065
  • 10h: R8130

free lesson

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

  • 1h

online

  • R813/h

Details

It depends on the topic clearly .

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