Connor
Certified Tutor
I graduated in 2013 double majoring in Math and Stats and was a graduate student at Michigan State University in the Industrial Mathematics Program. Later I would graduate from my alma mater with a Masters in Data Science and Analytics which lead me to work as a Business Intelligence Developer.
I have been tutoring Math in and out of university for 10+ years. I have worked with several companies and institutions learning various teaching methods and taught in various settings for high school and college students, including drop in labs, group and private sessions, substitute teaching, and as a Calculus lecturer at MSU.
I am also a 25+ year yo-yo champion, performer and instructor. In the years between my Bachelors and Masters I worked for a yo-yo website designing a curriculum for teaching how to play with the modern yo-yo on the largest followed yo-yo channel marking millions of views.
我辅导很多赞助溜溜球的竞争者their various regional, national titles, and a world title, while winning 2 US national titles myself. Both Maths and Yo-yos have given me many adventures and I enjoy sharing my passion as a life long learner of both to others to benefit their world view.
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Undergraduate Degree:Grand Valley State University- Bachelors, Math and Statistics
溜溜球冠军。
- Abstract Algebra
- ACCUPLACER Elementary Algebra
- ACT Math
- ACT Science
- Algebra
- AP Calculus AB
- AP Calculus BC
- AP Statistics
- Applied Mathematics
- Business
- Business Calculus
- Business Statistics
- 计算专家us
- 计算专家us 2
- 计算专家us 3
- CLEP Prep
- CLEP Calculus
- CLEP College Algebra
- CLEP College Mathematics
- CLEP Precalculus
- College Algebra
- College Math
- COMPASS Mathematics
- Competition Math
- Computer Programming
- CSS
- Data Analysis
- Differential Equations
- Discrete Math
- Econometrics
- Elementary School Math
- Exam P - Probability
- Finite Mathematics
- GED Prep
- GED Math
- Geometry
- GMAT Quantitative
- Graduate Test Prep
- GRE Quantitative
- GRE Subject Test in Mathematics
- GRE Subject Tests
- HSPT Math
- HSPT Quantitative
- HTML
- ISEE Prep
- ISEE-Lower Level Mathematics Achievement
- ISEE-Lower Level Quantitative Reasoning
- ISEE-Middle Level Mathematics Achievement
- ISEE-Middle Level Quantitative Reasoning
- ISEE-Upper Level Mathematics Achievement
- ISEE-Upper Level Quantitative Reasoning
- Java
- JavaScript
- Linear Algebra
- Math
- MATLAB
- Microsoft Excel
- Middle School Math
- Multivariable Calculus
- OAT Quantitative Reasoning
- Other
- PCAT Quantitative Ability
- PHP
- Pre-Algebra
- Pre-Calculus
- Probability
- Productivity
- Programming Languages
- PSAT Mathematics
- Python
- Quantitative Reasoning
- R Programming
- SAT Prep
- SAT Math
- SAT Subject Test in Mathematics Level 1
- SAT Subject Test in Mathematics Level 2
- SAT Subject Tests Prep
- SPSS Statistic Software
- SQL
- Statistics
- Technology and Coding
- Test Prep
- Trigonometry
- Web Development
What is your teaching philosophy?
I believe in completely understanding material, including understanding the foundation basing that material with no holes left unplugged, no matter how far back in school we need to revisit. Gaining back the lost art of number sensibility and meaning of numbers is an important part to putting a student back on track. We will not just assume topics work but understand why they work to create long term memories in understanding and using the topic of the day.
What might you do in a typical first session with a student?
In the first session, we will start with a few questions on the student's current topic; from there we will move back to the basics needed to understand the topic to assess what holes in basic mathematics need revisiting to learn the topic effectively. Whether it would be relearning how count, add, subtract, or fractions. We will then show how and when these basics will affect the topic of the day.
How can you help a student become an independent learner?
Independent learning starts at the foundation and works its way up. We will start with material where students are capable of answering inquires independently, starting with counting and addition if needed, and then continually work our way back up to the material at hand.
If a student has difficulty learning a skill or concept, what would you do?
When a student has difficulty with a skill or concept, it usually is due to a hole, gap in knowledge or forgetting material from a math class from previous years; we will backtrack in the material and recall what the class expects a student to remember.