Inspired guidance can make all the difference in tackling a demanding topic: Research is consistent in demonstrating the exclusive benefits of one-on-one instruction[1, 2, 3] both in advancing mastery and in recovering from missed learning.
With mathematical skills among the most fundamental and in-demand for hard science, computational, and financial fields, there is much to be said for affording students the very best support in their study of these topics.
Their quality of instruction is of profound importance.
The very best mentors draw on experience with pupils from all walks of life, and in topics running the gamut from elementary arithmetic to graduate-level research topics. Theirs is an expertise not grounded merely in the material, but in those learning it, and in the act of learning itself. They must be inspired as learners in their own right, as much as they are inspired teachers.
With a decade of experience instructing mathematics, your success is put front-and-center.
With experience helping learners of all backgrounds, quality of instruction is guaranteed. Moreover, an emphasis is placed not only on providing insight, but on encouraging students and modeling for them how to engage with difficult material. Focus is placed on nurturing more capable thinkers, rather than rote memorization.
Proofs-based instruction is emphasized wherever possible, focusing on intuition and conceptual understanding. Support is provided for all grade-school mathematics, all collegiate calculus, statistics, linear algebra, as well as many graduate-level topics. Also supported are the basics of computer science and elementary physics.
Drawing on years of experience in remote instruction, you will have the same effectiveness, at least, as with in-person tutoring. This with the convenience of web use in your very own home or office. One can expect high-quality telepresence and lively, engaging instruction. Very little is missed when compared to meeting in-person.
With the appropriate choice of virtual tools, I can instruct with greater fluidity even than face-to-face with pencil and paper. Moreover, students experience undivided focus on the material presented, and hence their learning effectiveness can in fact be improved upon over in-person tutoring. Using carefully selected AV equipment, my telepresence is of sufficiently high quality that students experience much the same interpersonal connection as though I were there myself: Little is missed from meeting in-person.
The principal difficulty had with remote tutoring is the barrier students can have in demonstrating their workflow to me. This is easily remedied with an affordable pen tablet. These enable students to use real handwriting in a virtual environment and so enable the advantages of pencil-and-paper, but with increased ease and less waste. I keep several to lend out to disadvantaged students, at no charge!
In short: Given modest accommodation, remote tutoring can genuinely be as good as meeting in-person, and in many ways better! With the added convenience had for all involved, and the chance it affords me to work with under-served communities, I find that I greatly prefer to tutor online!
My focus is on cultivating understanding, rather than on rote memorization or test-taking drills.
I believe that fostering intuition, and self-motivated inquiry, is the rightful approach to mathematical instruction: In my experience, students who are taught to take important facts for granted, rather than how and why they are true, are abandoned by their instructors to an inner scheme of thought that is not only less capable of growth, but that is fragile in an inherent sense, and prone to regression on short order.
Moreover, I consider there to be an important place in mentorship, and uniquely so in one-on-one instruction, for personally modeling to students the aspects of character known to the literature as “mathematical maturity:” Confidence in confronting difficult material; Ease in dealing with fundamental uncertainty; Fearlessness in the face of unknown symbols; Etc. To my mind, fostering the growth of intellectual personhood is the most ambiguous, and yet perhaps the most important, obligation of the tutor to the pupil.
At a more granular level, I find that students with difficulty in new topics are often inhibited by gaps in their understanding of earlier material. I often drill students on these earlier topics, and in turn see their difficulty lift unexpectedly as these gaps are closed.
I tutor in the topics listed below.
I also support certain computer science and physics topics.
Certain topics are supported on a case-by-case basis, possibly subject to additional tuition for particularly specialized curricula: Inquire directly, and we may determine how best to support your curriculum!
I ask $60 to book an hour slot. I only book one- or two-hour sessions.
This assumes a single pupil working through a single established curriculum, and is guaranteed for any academic topic explicitly listed as supported: Select advanced topics may still be covered, at rates individually agreed upon for each booking. Instruction without an established curriculum is not only supported but encouraged, but if a requirement arises to develop a bespoke curriculum then this may warrant the negotiation of an additional fee.
Flexibility of scheduling is generally offered as a courtesy, but the right to impose a $20 cancellation fee for sessions canceled without 24 hours' advance notice is reserved.
I often negotiate reduced rates to better support pupils in financial need, for whom cost is a barrier to instruction. Simply mention your need during booking, and the particulars can then be discussed on an individual basis.
I especially support older learners! I pride myself on enabling learners of all backgrounds to feel comfortable and ready to learn. Whether you're back in class after a long break, or it's your first time around, I will be proud to support you!
In order to better support those adult learners pursuing GED certification, I offer special discounts and schedule flexibility.
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