数学介入ヘルプ: 1 対 1 の個別指導: 3 年生から 8 年生 (夏期ヘルプも)

First, the student will take a Diagnostic test in IXL (free account given to students who are being tutored). Once I understand the strengths and weaknesses of the student,  can know how to help them catch up in Math.

I also want to know what Math curriculum the student is taking in school and how well they are doing in it. My goal is help the student do well in their current Math class while also going back to help them fix Math gaps revealed in their diagnostic test.

I will try to help a student by using alot of visuals to help them grasp the concepts of confusing topics like fractions. For fractions, I use visual fractions to help students struggling with fractions. I try to use as many visuals as possible to help a student understand different Math concepts.

I also want to understand the student's interests and tailor real-life Math with relates to their interests when I can. Real-life applications can really help students!

The student must understand that they must be willing to practice to catch up and then get ahead. It will take a commitment over some time.  If they put the practice in, they really can do it as I've seen with many students.

Students have alot of topics to grasp that can be difficult. Grade 3 and 4 students need to understand place value, and how to add, subtract, multiply, and divide. Long division can be hard. And then there's Geometry topics like perimeter and area.

Grade 5 and 6 students need to understand how to work with fractions and decimals and percents, then ratios and proportions, and then the coordinate plane. Then there's Geometry topics like volume and surface area.

Grades 7 and 8 students begin to learn the coordinate plane and integers and square roots.  And Geometry topics like the Pythagorean Theorem.

I like to structure the class with a warm-up that covers something important from the previous class. Then I ask the student how is Math going in class and see if they need help. Then I focus on a skill they need more practice in; maybe tying in a real-life application they can relate to. Then I end with a puzzle or game to finish up . I try to keep things light, fun, and productive.

As far as homework, I believe in quality over quantity. So I may assign a problem or two between sessions.

I like to have students interacting as much as possible by writing on the white board or labeling a diagram or by chatting. I will also ask students to explain their reasoning as this helps them to understand the Math at a higher level.