| Tutor's Name: |
Brett
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| College: |
---Hennepin Tech, Eden Prairie, MN, Outboard Technician, Welding Certification
---U of MN, Twin Cities, MN, Chemical Engineering, Graduate 2012 |
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| Tutoring Experience: |
1 year |
| Location: |
Minneapolis, MN |
Approximate Travel
Radius in Miles: |
25 |
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from zip code
55414 |
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Availability: |
T, Th after 3:00 F after 4
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| Subject Areas: |
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--HS Math: Algebra One; Geometry; Algebra Two; Honors Algebra; Pre-Calculus; Calculus
--HS Science: Basic Science; Chemistry
--College Math: College Algebra; Finite Mathematics; Pre-Calculus; Calculus 1; Calculus 2; Calculus 3; Calculus 4;
Linear Algebra; Multivariable Calculus; Differential Equations
--College Physical/Life Science: Chemistry, General |
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GENERAL EXPERIENCE: I have always liked helping students with math. I have a very strong understanding of the way math works not just plugging and chugging numbers to get the answer. Throughout school I always have held small group meetings before tests with classmates to help everyone before the test. I often would show up to class early and help with homework questions. I volunteered as a math facilitator for 6th graders last spring. We broke into small groups and worked the concepts that the students had been learning in class. We used different hands on approach to reinforce the concepts that the students had been learning. This required a great deal of effort to accommodate all levels of the understanding of the concepts between the students in the group. For example one student might get the answer right away which required me to quickly come up with a similar problem that might really challenge the student yet not be to hard as to discourage the student. In that same group I also had to make sure there wasn’t one student that was falling behind. If this was the case I needed to find a different way to explain the problem so the student would understand the concept and not just get the answer. It has always been my belief that to get the right answer is not the point in math, rather to understand how that answer was found then you can solve anything. This has become even clearer with the math I do every day in my classes. We must derive formulas and apply them to chemistry problems where there is no set path to get to an answer.
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APPROACH TO TUTORING: My best aspect as a tutor is I am able to see when people truly get the concept or not. When someone doesn’t get the concept I am able to approach the problem from a different angle. This might be working the problem in reverse or even relating it to a real life example that the student can visualize to get the point. I have been told many times that I should teach do to my way of wording problems differently or different ways you can approach the problem. While tutoring I let the student run the show. I ask open ended questions making them truly think about why they are doing what they are doing which can lead them to the answer. Another approach I use is if the student is going down the wrong path I may not stop them if I think it will be beneficial in the end. Even though they might not get the answer in the back of the book I can explain what happened and how they can apply that to another problem to get the correct result. The approach they took might not be the fastest way to finish the problem but as long as they used correct operations then they are learning and that is what they are going to school to do. Lastly and the most important is positive thinking. As soon as someone gets frustrated with anything in life they will shut down and not try as hard. As soon as I see frustration I immediately change tactics to keep a positive thought process going. Teaching a discouraged student is the most difficult task, so to keep everyone in good spirits is the number one priority.
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