Asher

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Asher is a veteran math and science tutor who combines humor, empathy, and structure to help students succeed. With degrees in Music Composition and Food Process Engineering and certifications in math and music education, he brings creativity and analytical precision to lessons. He has supported hundreds of learners from special needs to top performers, using color-coding, manipulatives, and interactive problem solving to keep sessions clear and engaging. Students leave confident and prepared. Away from tutoring, Asher composes music, paints, roller skates, and hangs out with his chatty cat, Mango.

Sun 10am-7pm CST
Mon-Thurs 10am-10pm CST
Fri/Sat: No availability

My approach to teaching is customized to each student. I generally like to function as an academic coach, understanding there's an element of emotional support in the journey, while focusing on discipline and successes.

I have two undergraduate (bachelor) degrees from the University of Wisconsin - Madison: Music Composition (1991) and Food Process Engineering (2002). In 2011, I was certified in Texas for math (8-12) and music (EC-12).

I started tutoring in 2000. Since 2020, I've been working as a full-time online tutor. I've supported hundreds of students in their educational journeys, working with a spectrum of abilities, from special needs kids to the top academic performers.

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Asher
$127.00 USD

Subject Expertise

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Algebra
Algebra
Algebra 2
Algebra 2
All-in-One
All-in-One
AP Calculus
AP Calculus
Calculus
Calculus
Chemistry
Chemistry
ELA
ELA
Fractions
Fractions
GCSE maths
GCSE maths
GED
GED
Geometry
Geometry
Math
Math
Precalculus
Precalculus
PSAT
PSAT
Trigonometry
Trigonometry

My mission

My mission is to coach my students toward academic success. That success starts with feeling comfortable in our rapport and supporting their immediate educational needs. We talk about goals, both short-term and long-term, and I encourage them to be excited about their learning journey. I'm inspired by the day-to-day successes of my students and their learning, as well as big achievements like achieving a target SAT score and being accepted into a university of their preference. I'm elated when I hear stories of students who, after a few years, have turned around from "hating" math, to actually finding the confidence to see it as one of their most relatable and understandable subjects.

My Story

I've always been a creative, intelligent guy. As a 12-year old, I used to make hand-written menus for countries from all over the world. I would give them to my much older siblings as Christmas gifts, where they could come over and order anything off the menu. I would then learn all the cooking for the country they wanted to try (back when we only had the library and no computers/smartphones!), and prepare the meals. Later, after my degree in music, I returned to food by studying food process engineering. For a few decades, I worked in research and development, making food products for global companies all over the world. You never know where the quirky, colorful imaginings of a child may develop into a lifelong passion and talent. (If I had another paragraph, I'd tell you about my lifelong pursuit of music composition, and how I've just completed an amazing work for high school choir.)

Cognitive Diversity

How I adapt to students with diverse intellectual needs.

I've encountered many learning differences over the years in my students. I customize my approach based on what seems to suit them best. I use physical manipulatives often (fraction tiles, dice, chemistry model kit), incorporate frequent and consistent use in highlighter colors (pink is X, blue is Y, green is R), express myself with my hands, use interactive online tools, etc. For gifted kids, I like to challenge them to rise to the occasion, working on vocabulary, critical thinking, creative applications and how to teach someone else to deepen their own understanding.

I can relate to the high intelligence, mixed with a derailing challenge. While I don't have this diagnosis, I relate very well with these type of students. I thrive with kids who are genius-level intelligence, and empathize to help them put in place the tools they need to overcome the difficulties they routinely face.

I'm a profoundly gifted guy, so I really relate to these kids. I like to challenge them to expand their vocabulary and stop comparing themselves to their peers. I like to see my tutoring time with them as the potting soil they don't receive during the day: a time to to fuel their voracious minds, think about creative or leadership opportunities, and go deeper on projects.

I'm a profoundly gifted guy, so I really relate to these kids. I like to challenge them to expand their vocabulary and stop comparing themselves to their peers. I like to see my tutoring time with them as the potting soil they don't receive during the day: a time to to fuel their voracious minds, think about creative or leadership opportunities, and go deeper on projects.

I'd say about 25% of my kids have had ADHD. I have absolutely no problem keeping kids engaged. I'm a dynamic guy: I talk with my hands, speak with expressive language and use all sorts of tools to keep students engaged. I never have a problem with these kids 1:1; they love working with me.

I love the directness I've experienced with my autistic kids. I've had kids on different parts of the spectrum, though a consistent characteristic seems to be their authenticity. I'm a deeply honest and empathetic person, and they can read that about me. They also can tell I'm there to get the job done. They know I'm someone they can trust, and I really develop bonds with these kids.

With my Dyslexia students, I use a lot of customized tools.

I use colors and verbal/physical/written guides to solidify concepts. It really depends on the student. I always give these students more time, and try to be sure they have consistent tools to succeed in navigating solo.

I use color-coding to isolate directions: pink is always x and blue is always y. We work very hard to practice physical and verbal patterns they can use to get it right every time. I use the same red/blue when explaining negative/positive numbers, and other consistent highlighting. In algebra, I have them write large, with lots of space, and teach them some penmanship tools as well.

I usually use a document camera, write in a physical notebook (which I expect them to also copy into their notebook live), and then highlight for clarity. We speak through it, fix vocabulary (like vertical/horizontal), and they leave feeling oriented and grounded.

I don't have direct experience with Sensory Processing, though I've worked with so many kids, it's likely I may have but didn't know! I'm a very open guy, so I'm here to support any unique needs.

I don't have direct experience with Sensory Processing, though I've worked with so many kids, it's likely I may have but didn't know! I'm a very open guy, so I'm here to support any unique needs.

Asher Sample Lesson

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