Tailored Tutoring Mathematics Reading Writing and Philosophy (Bellingham)
QR Code Link to This Post
Tailored Tutoring
I teach by way of specialization of learning styles to the students. Our first couple of sessions will be to feel out the student’s learning styles and needs, and to get to know each other some. I work one on one, or with a small group of up to three students, provided that the students work well together and are all learning the same topic.
I charge thirty an hour for one student, forty five an hour for two students, and sixty an hour for three students. For folks who have less money to spend on quality tutoring, can thereby split the costs and save some money, and for me I make more bang for my buck as well. For two students it comes out to twenty two fifty an hour per student, and for three students it comes out to twenty an hour per student.
Some qualifiers to small groups; students need to be learning at the same grade level, and the same materials more or less. They can be behind or ahead in their learning relative to grade level, they just have to be learning the same kinds of materials relative to each other. For high school and university students, groups ought be seeking tutoring for the same class, as most often different classes, even on the same materials, are taught differently in each class.
Otherwise my time gets split between the students, as I can’t speak to all of them at once, regarding the same materials, which would result in lower quality tutoring. On the other hand, if the group dynamic is working well such can improve the quality of tutoring. If the students can put it together it’s a better option in some ways.
Some students may prefer one on one tutoring, which can have its own boons to it in terms of quality.
I am willing to tutor students up to three days a week one hour per day. I find anything more than this to be overloading the students.
There will be some amounts of homework involved as a way for students to get some additional learning beyond the time I am directly tutoring them, tho of course it’s up to the students, and their parents depending on their age, to see they do it. Tutoring will happen either way, quality improves with student effort.
I work with students over an extended period of time, weeks or months at a go, so my availability can get filled up quickly.
I am available after one monday through friday, and selectively on weekends. Students are expected to provide their own materials, which typically will include paper, mechanical pencils, and books as appropriate. We’ll discuss those specifics via email.
Mathematics
I teach mathematics via mathematical foundations. This means that I will primarily be going over foundational mathematics via graphic analysis, mathematical axioms, algebraic variables, and counting functions, relating those aspects of mathematics to whatever specifics they are attempting to learn. As these are foundational mathematical concepts, they’re relatable to everything from learning how to count all the way to precalculus.
The specifics therein depend on the age, grade level of the student, and what exactly they’re seeking to learn.
Such foundational work on mathematics will be something they can carry with them throughout their academic mathematical learning, useful far beyond the time spent learning it. As I view it, these ought be taught through elementary school, however, since they are not, such teaching can be useful for students through precalculus, by that point is when all that material is typically taught.
Writing
I teach both creative and academic writing. Writing tutoring up to any age including university level writing. Writing tutoring time will be spent going over the student’s written work, evaluating their strengths and weaknesses, how to improve their writing, and practice with narrative structures.
Writing tutoring is best done when the students are willing and able to write on their own time, as that is time intensive. If you or your parent thinks that isn’t realistic, I wouldn’t recommend it.
For young students just learning how to write at all, typically third grade and younger, we’ll be able to get more out of our time actually practicing writing together, with little work time on their own; reading is good homework for such students.
Students fourth grade and older benefit far more from in depth help with writings they’re doing on their own than anything else.
The first couple of sessions will be spent determining the students reading and writing skill level, and developing a tailored curriculum for them.
Reading and Reading Comprehension
Tutoring time will be spent reading and discussing texts, the specific texts will depend on the student and the aim. We’ll be utilizing fiction works as those are more pertinent for learning reading and reading comprehension, rather than what a textbook might be trying to teach, which could have little to do with reading or reading comprehension.
Such also helps instill within the student a joy in reading, reading for pleasure and the language, rather than informational reading. Which is something the students can carry forwards in their lives in a variety of ways.
We’ll work on memory, note taking, and interpretation.
Homework involves reading, no surprises there, and learning note taking.
Philosophy
I can tutor both continental and analytic philosophy, and have practiced such for some thirty years or so. I’m versatile in this area.
My philosophy tutoring varies a great deal by age.
For university students, I can typically help explain philosophical texts in a way that most professors would find to be a valid interpretation thereof. However, I am not necessarily familiar with all texts. Email me what you’re working on, and I’ll let you know if I can help you or not; if it’s a lower division class I’m sure I can tutor you, upper division work can cover highly specific topics I may or may not be able to tutor you on, or which utilize texts I’m simply unfamiliar with, though I can tutor most upper divisions classes.
Some Specialities I’m Willing To Tutor On
Analytic Bridge; Continental Divide: Most of western’s classes are still analytic in their traditions, some continental style philosophy has begun being introduced. In my estimation the bridging of those styles of philosophy is a fruitful direction philosophy’s continuing to move in, and a good means of understanding either style by way of the other. Such tutoring can be pragmatically useful for western’s philosophy students as it matches the direction of philosophy's aim.
Classical Greek And Roman Philosophy, Nietzsche, Philosophies Of Love And Sex, Philosophy Of Language; specific texts vary, but by topic I’m both most familiar with those areas and currently willing to tutor on them. We can discuss which texts and specifics via email.
For high school students, philosophical tutoring can simply amount to having a private tutor for philosophy as an addition to the student’s regular scholastic work. The benefits of doing so are a greater capacity to navigate our complex information systems, improved reading, writing, and analytic skills, and a better understanding of ethics. All of which are useful in most areas of your life.
For middle school aged students, the same is true as with high school students, classically speaking around that age is when philosophy was taught as foundational. The materials used and pace of learning differs. As a means of learning to navigate our informational systems, I’d suggest that this is something of an essential element of education at this age, lest folks get led astray online.
For elementary school aged students, third grade and older, philosophical tutoring covers broad discourses around ethics, and much lighter amounts of reading. Philosophical tutoring is not for all students of these ages, students have to already be excellent readers, but there are plenty of students with adequate reading skills.
We’ll spend the first couple of sessions determining how capable the student is; and we’ll work through it by incorporating reading comprehension, as that is typically the main obstacle people have for understanding philosophy.
Gender Philosophy: On a pragmatic level this is particularly useful for understanding gender discourses and the ethics around intercultural discourses and interactions, each of which are useful and good directions philosophy students could take the branch of philosophy. It is also something that folks in gender studies and fairhaven college might find fruitful to learn as an interdisciplinary.
For university students, I can tutor for most lower division classes, however class structures are looser than philosophies, and the materials covered tend to be more idiosyncratic to the professor teaching it. What I can provide is a critical sympathetic perspective especially from a philosophical point of view, something that is oft far too lacking in those classes.
On a pragmatic level, such can greatly improve your analytic skills and understanding of a diverse series of viewpoints within gender studies, paper writing, and in all pragmatics of online actions, better maneuverability in the navigation of the gender discourses. To wit; understanding meta structures and classical and neo classical philosophical viewpoints as they relate to gender studies is valuable for understanding the ways that people actually interact and how they actually are discoursing on these topics.
I can also tutor specifically on the topics of praxis actions, something that is often helpful for students who may otherwise be lacking in access to such practical tutoring.
For high school students, such can be helpful in learning to navigate the online discourses around gender, sex, and the pragmatics of human to human interactions. Students will be learning about sexual ethics, interpersonal ethics, socio cultural constructs and intercultural ethics. Some of the reading materials and discourses can be uncomfortable, given the age of the students parental permissions are required.
Although I keep it age appropriate, the reality is that they’re already being exposed to quite explicit materials online. The way I am viewing this therefore is that high school aged students would benefit from specifically gendered studies as they relate to their dating lives and practical sexual relations with their peer groups.
For middle school aged students, the materials, discourses, and benefits are pretty similar to high school aged students. I’d suggest that this age is actually the best age to really begin digging into these topics, as it’s at this age that they themselves are beginning to explore those aspects. A tutor can be particularly helpful as a means of reaching students who are struggling socially.
For elementary school aged students, I feel like at that age they’re still too young to teach much of this stuff one way or another beyond super basic stuff that i think is already well emphasized in our public schools; however for students who are struggling socially at this age, such could be helpful, and for students in the fourth and fifth grade, such can be helpful in avoiding issues that commonly arise in middle school.
For students who’ve been subjected to online discourses around these topics, such can also be viewed as a kind of therapy for them.
Unspecified: In addition to tutoring specifics, I can tutor well on a topic as an addition to your studies. Such can be useful for covering non required reading material, or simply providing an ear to talk through concepts beyond merely understanding what a specific author says. Such broader philosophical discourses on the topics is typically helpful for students in conceptualizing the issues and hence also writing about them.
While I can tutor for logic, I’m not interested. However, students can expect indirectly to be tutored in logic via examination of the philosophical arguments.