Experience Summary
My career in tutoring began when I was 14 years old. Young, I had to share my passion for learning with kids in my neighborhood. I believe since then that education, after bread, is the first need of a human being.
I have been teaching Mathematics in the United States for the past 18 years. After graduating from Bridgewater State University in May 1995 with a Bachelor in Science, majoring in Math, I started teaching as a full time bilingual math teacher in Randolph High School, Randolph Massachusetts. I taught Pre-Algebra, Algebra I & II, Geometry, Pre-Calculus, and Calculus I. In the summer of 1996, I founded and directed a GED program that was conceived to help parents who did not have the means to finish High School. In 1997 I opened an "After School Program" to help students, not only with their homework, but improve above all in the areas of Reading Comprehension and Mathematics.
In the summer of 2004, my family moved to Florida where we are living since. In January 2005, I worked at Seabreeze High School as a temporary math teacher, teaching Algebra I and II. After the school year ended, I chose to work at Daytona State College as a math adjunct, teaching Basic and Elementary Algebra. I also worked as a Math Learning Specialist in the Academic Support Center, helping students improve at different levels, from Basic Algebra to Calculus.
In 2009, I completed my Master's degree at Nova Southeastern University in Mathematics Education.
Teaching Style
Teaching and tutoring are two different entities. If the teacher meets a great number of students in a large room, the tutor works one-on-one in a quiet place. As a tutor, here are my methods:
>After reviewing my student's syllabus, I work on what needs to be covered from the agenda.
>More often than not, students have gaps in their learning. A good way for me to see where they are fumbling is by asking open-ended questions.
>I let my students try to figure out the answers. Showing patience and gentle encouragement reduces anxiety and allows the students to be active in the learning process.
>I work out examples. Students' minds need association to absorb some information.
>I inform my students when the session is almost over.
>I recap my session by explaining briefly what was covered. I ask my students how they benefit from the session.
>I confirm the next appointment.