G. Michael S.
|Degree||Business Administration||Pepperdine University||Masters||1980|
|Degree||Biology/Chemistry||Saint Michael's College||Bachelors||1974|
I like to discover what my students already know about the topic and to expose any misconceptions. Brainstorming activities work well for me. I like to help define the topic in common terms, not the classic dictionary method. I use presentation, discussion, videos and hands on activities. Most of what I do is inquiry based.
I have a passion for teaching but waited until I gained some "real world" experience. I found that this has helped me relate to my students since I am able to make meaningful connections to their learning.
|Degree||Doctor of Medicine||American University of the Caribbean||Doctorate||2008|
|Degree||Biomedical Sciences||University of South Florida||BS||2003|
Students both in and out of the classroom are nothing more than an untapped source of infinite potential. Each and every student has the inner strength and drive to be the best that they can be, regardless of the circumstances. It’s the job of the educator to motivate and prepare each individual for success in life. My passion is to help kids realize that potential and inspire them to push beyond their limits to achieve that level of accomplishment that was once thought unattainable. Success in life is best achieved in an environment filled with motivation and positive reinforcement. This rewards creativity as well as spurs curiosity. These are priceless qualities that make learning enjoyable versus bothersome.
What better way to learn, master, and hone your individual skills and talents than to teach someone else? There is no better feeling than to share your own knowledge and experience with another child, and to watch them grow and mature as both a person and a student. That is the exact reason why I chose the path that I did. It first started with a position as a substitute teacher in the state of Florida. There isn’t a more diverse and broad range of personalities anywhere else in the country. However, my desire to teach and help others didn’t stop at the academic level. Soon after graduating from the University of South Florida with a degree in Biomedical Sciences, I enrolled into medical school. As a practicing physician I will be able to continue with my passion for teaching both children and adults for the rest of my career.
|Degree||Chemistry||University of Southern California||Ph.D.||current|
|Degree||Chemistry||Bowling Green State University||Master||2006|
I truly enjoy teaching. My strategy involves actively engaging the student in the learning process. I always try to develop personalized programs based on each student's strengths and weaknesses.
In 2006 I graduated from Bowling Green State University (Ohio) with a Master of Science degree. During my Master's program I worked as a teaching assistant in General and Organic Chemistry Laboratories. I was responsible for a brief introduction of the material prior to every lab period. This greatly helped me to learn how to organize material I was to present and explain difficult concepts in a simple manner. At USC as a Ph.D. student, I had a chance to work for the Student Athletes Academic Service where I was a chemistry and math tutor. In addition, during the spring of 2007 I was working as an assistant for the Organic Chemistry Course at LA Trade Tech College, where I was responsible for weekly sessions.
|Degree||Biology||Middle TN State University||BS||2005|
First I would like to get to know the student and parents, focusing mainly on the student's interests and goals as well as how they feel about the particular subject they will be tutored in. After that I would have the student show me where they currently are in class and what they need help with. Then, depending on the particular circumstances, I would create a plan to get the student caught up and self-sufficient as quickly as possible. Even though fast results are what I hope for, the student would set the pace of the sessions. No topics would be overlooked and they would all receive as much time as the student needs to master them.
I attended MTSU and received a bachelor’s degree in Biology. After college I worked at a food-microbiology lab in Nashville for a year. I plan to teach science in Africa with the Peace Corps for two years. I am very capable in most areas of math and science. I am also outgoing and easy to get along with.
|Degree||Work on Masters in Electrical Engineering||Arizona State University||2/3 Complete||1998|
|Degree||Secondary Education||Arizona State University||3/4 Complete||1987|
|Degree||Geology||Arizona State University||BS||1987|
I love teaching students and to explore subjects with honesty, creativity, and comprehensive scope. I have never met anyone who could not learn and approach each student from an understanding of where they are, what they may have overlooked, and where they need to go. I strive to find the ideal example to help students visualize problems and to remove obstacles to their learning path. I believe the impact of one-on-one teaching leaves lasting positive experiences that are seldom matched with any other type of learning environment.
I have tutored most of the Math and Science courses at Glendale Community College for four years, tutored troubled teens at the
YWCA during the same time period, taught Algebra at Gerard Catholic High School for one year, and tutored around the valley for several additional years.
My motivation is to be the best at what I do and to teach students
self discipline, good study habits, and to impart difficult subjects with clarity using everyday examples and creativity. Throughout my educational experiences I have sought true understanding rather than simply a grade with a stamp of acceptance.
I've also worked as a Materials Analysis Engineer, Semiconductor
Failure Analysis Engineer, and Metrology Engineer.
I can teach most math, electronics, and science courses at the
high school and college levels.
|Degree||Meteorology w/ Math minor||University of Northern Colorado ||B.S. ||2003 |
Making school awesome for students is challenging, but it is something that gives me a lot of satisfaction. Before I begin teaching, I create several goals and strategies to make it clear what I expect and what direction we want to go. I emphasize that as long as they give it a 100% effort, they will do well. I use as many teaching tools as possible. I make the concepts as clear as possible, and I check for understanding before we move on.
I make classes interesting by connecting the material to things they like. I also like to incorporate games. Finally, I like to maintain a sense of humor. This not only allows class to be enjoyable, but the students do better when they are relaxed.
The combination of organization, making the material clear, using various methods, and making the classes fun is how I make teaching successful and enjoyable.
As a graduate in meteorology with a minor in math, I have had plenty of experience with math and science. I have had the pleasure of sharing this knowledge by tutoring children in these fields. My first experience occurred when I was a senior in college: I tutored students in math individually and in groups. It was enjoyable to assist students in Algebra up to Calculus. I gained more tutoring experience when I assisted high school and college students while I worked for Carney Educational Services recently.
I have also been a teacher. First, I gained some valuable experience as a substitute teacher. Then, I had a blast while I was an instructor at Astrocamp. Getting kids excited about science was awesome.
|Certification||Initial Teacher Cert. / Secondary Sci.||Mercer University||37 our of 42 cr. hrs. completed||current|
|Degree||Biology and Health Sciences||Clayton College & State University||BS||2001|
I have a visual and hands on teaching style. I do believe that students learn better by doing labs and seeing demonstrations, not by just hearing lectures. My students thoroughly enjoy my demonstrations and labs. My goal is to do whatever it takes to ensure that my students are working to their maximum potential.
I have 5 years experience as a Biology, Chemistry, and now, a Physical Science teacher on the high school and middle school levels. I have gained a valuable understanding about the needs of our young people. I believe that all students are capable of learning anything, some just have different learning styles. I have met with different students and tried (quite successfully) to gear my lessons to the needs of all students. In my classes, it is my goal to make sure that every student understands the lessons.
|Degree||Physiology||University of Cincinnati-College of Medicine||Master of Science (M.S.)||2008|
|Degree||Biology, Economics, Philosophy||Brandeis University||Bachelor of Arts (B.A.)||2006|
My own experiences with academics and from tutoring have shown me that practice does make perfect. When tutoring, I have often drafted my own quizzes that focused on key subject matter to help solidify the material. I have discovered that this method helps work through the most difficult concepts while highlighting areas that need extra attention. Nevertheless, it is important to have patience and tailor a lesson to the individual student's learning style in order to help make them a successful student.
During my undergraduate years at Brandeis University, I worked as a teaching assistant and volunteer tutor. My responsibilities as a teaching assistant entailed leading review sessions, holding office hours and grading exams/papers. Additionally, I volunteered for a year with the 'Waltham Group' (a student run non-profit organization) and tutored local elementary school students. Both my undergraduate and graduate education is heavily concentrated in the biological sciences. My education has been supplemented with 5 years of laboratory experience. Furthermore, I have developed strong time-management skills by completing 3 Bachelors degrees in a total of 4 years from a Tier 1 University as a well as a Master of Science degree in 1 year from a Tier 1 medical school. Lastly, I have successfully completed several key national standardized tests including but not limited to the SAT, SAT II: Biology and the MCAT.
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