Personal Description:

PhD in Physics with GPA 4.0, Department of Physics and Astronomy, Western University, London, ON

Tutoring Experience:

With over 15 years of experience teaching various subjects: Physics, Math, Calculus, and Algebra at the university, college and high School level, I have improved the academic lives of many students by boosting their performance on exams. Recognized in the department of physics and astronomy at Western University as a highly rated TA, faculty members have often recommended me to students looking for tutoring. I have gained extensive teaching experience by

1. teaching big groups of undergraduate students(nearly 2000 per year)Physics, Math and Calculus

2. private tutoring undergraduate students Physics, Math and Calculus courses and also MCAT

3. private tutoring grade 11 and 12 High School student Physics and Math

4. teaching weekly physics tutorials and supervised physics laboratories for a class of 50 undergraduate student majored both in physics and science program

5.teaching new graduate students effective teaching and presentation techniques at the Teaching Support Centre at Western Unviversity

I guarantee that your test score will improve or get your money back

Tutoring Approach:

My tutoring approach is customized to the individual that I work with. I first assess the students on the knowledge of the subject, previous year's basics knowledge in math and physics and the grades they have received in the school. Based on the assessments, I use varieties of techniques.

I start by providing problem solving strategies and asking students to apply the strategies to example problems. I lead the students by addressing common misconceptions and by asking meaningful conceptual questions.
The effectiveness of the techniques above is only accomplished if students have confidence in their math and physics understanding and problem solving abilities. I build my students’ confidence using the following techniques. I garner participation by asking questions and guiding students through example problems. While asking questions, I start with easy questions and ask increasingly more difficult questions. Further, I make connections between new concepts and previous concepts that students already know with confidence. Finally, I use repetition through assigned reading and problems.