Math Tutoring, Elementary -- experienced expert tutor, one to one help

A semester course [divided into month-long modules for convenience], one to one, working intensively with the student to master math concepts and skills.
57 total reviews for this teacher
6 reviews for this class
Completed by 5 learners
  There are no upcoming classes.

60 minutes

per class

Twice per week

over 6 weeks


year olds


learners per class

per learner - per class

How does aMulti-Daycourse work?

Meets multiple times at scheduled times
Live video chats, recorded and monitored for safety and quality
Discussions via classroom forum and private messages with the teacher
Great for engaging projects and interacting with diverse classmates from other states and countries

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Class Experience

This class is taught in English.
Students will first review and re-develop basic concepts which they missed. This may often go back as far as basic counting and addition facts. Other times there may be misunderstood vocabulary.
Then we will work upwards on the above cumulative list of skills. We work at whatever speed is required to master each skill at least 80 to 90% accurately before leaving it. We may move up to related skills, for example measurement, while still needing to practice addition for example.
I have been tutoring math since 1984, have taught all levels of school from Grade 1 to college, and have been a full-time tutor from 2001 to 2015. I'm now semi-retired but still like to help my students. I have a BSc, BA Honours Math and Languages, and an MA in Education. My tutoring students who stayed with the program have all gone on to a wide variety of successes from a ballerina to a couple of valedictorians to leader of a provincial political party.
Students may be asked to obtain an inexpensive workbook (please see below.) In that case, if the student will cooperate, the parents can do extra practice in between work sessions. Extra practice can reinforce and speed up learning as long as it is done with the student's full cooperation and attention.
It is important that parents follow the same systems as taught in class if they want to work with the student. Parents are welcome to sit in off camera. However you'll have to restrain yourself from answering for your child or "helping".
Students will need *lots* of clean white paper -- no recycled garbage please -- and some fine point markers (not pencils; I need to see.)  **In this group I am suggesting a notebook**, any ordinary plain notebook that you can get at the dollar store or similar. . A small whiteboard and wipe-off markers can be very helpful. We draw and write and show our work on camera.
A microphone and a camera are absolutely required in order to have the interaction needed.Stuents need to keep camera and microphone turned on for this interactive class.

I have some excellent old out-of-print textbooks for Grade 3 and up, and can send scans.
 For Grades 1 and 2 work and review we *may* sometimes need to use workbooks.
After we determine the student's present level, we can order some inexpensive workbooks; the Spectrum series and the MathSmart series are both useful for multiple practices.
Learners will not need to use any apps or websites beyond the standard Outschool tools.
We are constantly communicating back and forth so assessment is ongoing.
2 hours per week in class, and an estimated 0 - 1 hours per week outside of class.
I am not sure where to put this, so this warning location seems as good as any.
We are trying to do something different from, and if possible better than, the average run of North American classroom experiences in math. Since general achievement in math is low and continues to get worse, doing something different seems a good idea!
I use the most modern technology as appropriate -- we are working online -- and I go back to very very old-fashioned where the modern fashions are failing. 
Recent studies in mathematics learning have shown that popular habits over the last fifty or sixty years are not succeeding, and the most modern studies and guides recommend techniques that my grandmother used a hundred years ago -- what's old is new again. 
We use concrete models, poker chips, base ten blocks when we get them, dot drawings We learn to visualize numbers.. We do NOT use fancy expensive games which are more distraction than learning. We do NOT use fingers -- the last three or four decades of using fingers have been three or four decades of dropping scores so we can say this experiment has failed. Fingers are slow, and with numbers over five you tend to run out of fingers, get mixed up, and make errors. We do NOT use calculators -- we aim to teach number sense and confidence in using numbers, and a calculator short-cuts and skips vital learning.  Later in high school calculators are fascinating and useful tools, but not here. We work on learning math facts and knowing them accurately and exactly by memory, We do NOT use flash cards or speed drills. There is absolutely no value in a fast mistake. Accuracy, exactitude, and confidence are what matter; speed comes after a skill is mastered, not while you are still learning it. Again historical results since the 1950's bear out the fact that these speed techniques have failed and are failing; the more popular speed drills and drills divorced from application and discussion, the worse results have fallen. We do write out work on paper and do paper and pencil calculation as well as oral math. We do NOT do silent seat work or large amounts of computer drill without a teacher. At this beginning level, every study has shown zero effectiveness for homework. What matters in learning beginning math is communication and connection. We do oral work all class, and  occasionally a very short homework assignment may be given and parents may help (but please follow the guides above.)
One thing I do which is unusual -- but I have decades of experience in making it work very well -- is that we do NOT use pencil and we do NOT erase. As I keep telling students, this is a math class, not an erasing class. If students spend half or more of their time erasing, and believe me they do, then they have just cut their learning time in half or less. Not to mention making everything filthy. Pencils take a lot of force through the hand, and then children complain of fatigue and writer's cramp, and try to write even less. Furthermore, I work hard to convince students to put their brains in gear and think things through before calculating the final answer; you should not be planning on doing it wrong and constantly erasing. If a student does make a mistake, no big deal -- and this is vital, that math errors are not horrible sins to be hushed up and hidden, but normal steps in learning -- they can just cross it out and move on. This way we can go back over the work and learn from our mistakes. I strongly recommend gel pens and/or fine point markers for notebooks, and wipe off markers on a small whiteboard (Dollarama again) for quick class examples.
Along with not treating errors as horrible sins, we try to be positive and NOT punitive. A lot of negative and self-defeating attitudes are tied up in the traditional teaching of math, and we want to get right out of that cycle. A wrong answer is just a wrong answer and we need to learn how to get it right. We aim for what is called a "growth mindset" -- I may not know this yet but I will work on it and learn it in time. Nobody is perfect and nobody knows everything, we just learn a little bit more every day.
Students are not expected to be perfect but they *are* expected to concentrate, to work together, and to try to improve. Short comments and questions are welcome but disruptive and distracting behaviour will be stopped.

If you're willing to try something different and work with me on a positive and developmental approach to math with your child, please contact me and we can talk. 
Students have to be matched fairly closely in ability to form a group (sorry, no more individual spaces available at this time.) 

Discounts are available according to need. Please send me a private message.


Victoria HaliburtonLove Learning, Love Math
57 total reviews
76 completed classes

About Me

Hi! I teach upper level math, beginning and intermediate French, and basic reading (English or French). I have experience helping students with reading difficulties, ADD,  autism, and other learning challenges.
I've been teaching most of my life,... 
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