Christopher

I have 7 years of experience tutoring students in both mathematics and physics. I received my bachelor's degree in Physics from TCNJ in December 2016, and received my master's degree from the University of Delaware in December 2019. Throughout my time in college, I was financially supported as a Teaching Assistant, and thus have years of experience helping students excel in both mathematics and physics.

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Tutoring subjects:

I have helped students with virtually all levels of math, including Pre-Algebra, Algebra proper, Geometry, Trigonometry, Pre-Calculus, Calculus I & II, Multivariable Calculus, and Linear Algebra. As a physics student, I was exposed to high level math regularly. Mathematics is the language of physics, and during my time as a TA I spent many semesters teaching Introductory Physics I and II (Newtonian Mechanics and Electricity and Magnetism), in addition to a few semesters of higher level electronics and optics classes.

Ages I've worked with:

I’ve worked with students from 6th grade and above, including high school and undergraduate college students, and have tutored high school students.

My tutoring style:

Physicists emphasize the problem solving process over memorizing content. Semi-informal conversation is the best way to learn in my experience. People have fun solving problems when they feel confident in their abilities, so my job is to figure out what level of understanding my student has already achieved, and to help them progress from that point in the most natural, and least stressful way possible. I was recently a student, so I feel especially attuned to the needs of students.

Success story:

Many college students who attempt to take physics are lacking in math; they haven't taken a math class since high school, or they were disillusioned about how math-intensive the physics class would be. During my office hours, a student came to see me about problems she was having on the homework. She could generally set up the problem, but got lost and disheartened grinding through the algebra of the problem. She was incredibly frustrated that, despite having set up the problems correctly, her answer almost never ended up being correct. She suggested that she might drop the class, which no teacher wants to hear. I reminded her that she's not the only student who feels this way about their math skills. I urged her to do what she thought was best for her, but encouraged her to utilize the office hours of her professors and TAs. In the end, she decided to stick with the class, and it was a joy to see her get more and more comfortable with the math as she continued to stop by for help each week. She ended up passing the class comfortably, and was relieved to not have to retake the course.