Michael

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Michael is a dedicated math tutor and substitute teacher with a B.S. in Mathematics from Wheeling Jesuit University and certification to teach K–12. He has over five years of experience helping students build strong foundations in algebra, calculus, and test prep. Michael tailors lessons to each learner, using visual aids, humor, and real-world examples to make math approachable. He has worked with students with ADHD and gifted learners, emphasizing engagement and growth through structure and encouragement. When not teaching, he enjoys chess, soccer, and bringing a cheerful atmosphere to every class.

Monday 10am-3pm and 4pm-8pm Eastern Standard Time
Wednesday 10am-3pm and 4pm-8pm Eastern Standard Time
Friday 10am-3pm and 4pm-8pm Eastern Standard Time
Saturday 3pm-8pm Eastern Standard Time
Sunday: No Availability

I ensure that I break complex problems down to very simplistic and fundamental steps for students to grasp easily. I also use quick problem-solving techniques to help students save time on tests. I create a congenial atmosphere in class so that students are free to ask all kinds of questions. At the same time, I also ask students questions during my instruction.
When lessons are complete, I give weekly quizzes followed by class tests to help track student progress.

I have a bachelor of science degree in mathematics from Wheeling Jesuit University in Wheeling, West-Virginia. I also hold a New Jersey Substitute Teacher Certificate for students in Grades K-12.

My experience includes working as a Substitute Teacher in the New Jersey Public School District System and also as a part-time math tutor for high school and middle school students. Some of the courses I have taught as a high School math tutor include SAT/ACT Math, Trigonometry, Geometry, Algebra I&II, Polynomials, Word Problems, Pre-Calculus and Calculus.

I am attentive to individual learning styles and use a variety of methods (visual aids, real-world examples, practice problems) to ensure concepts resonate with each student. I am also reliable, encouraging, and committed to helping students not only improve their grades but also develop a positive attitude toward math.

I incorporate class discussions, open ended questions and cooperative learning to help facilitate a highly interactive and inquisitive atmosphere. In addition, I utilize weekly quizzes and monthly tests to track student progress, locate areas of weakness and prepare students for final exams.

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Michael
$42.00 USD

Subject Expertise

View all collections
Algebra
Algebra
Algebra 2
Algebra 2
All-in-One
All-in-One
GCSE maths
GCSE maths
Math
Math
Precalculus
Precalculus

My mission

What inspires me to tutor is the chance to help people become more confident, independent thinkers. Whether you're trying to solve a tough math problem, write a clear essay, or just understand a complex idea, it's exciting to be part of that moment when something clicks while tutoring your student.

My Story

I currently live in Irvington, New Jersey. I studied mathematics in Wheeling Jesuit University located in West-Virginia where I earned a bachelor of science degree in mathematics. However, as a child, I grew up in my native country called Ghana. In my elementary and middle school grade levels, learning to obtain good grades was sometimes challenging. As time went by, I began to develop some strengths in math with the help of my school teachers. This motivated me at a young age to take a special interest in math. With hard-work and perseverance, one thing led to another, and I was able to successfully pass very well in my high school entrance exam to enter college. Following my graduation from college, I have worked at several math learning centers teaching high school and middle school students math which I really enjoy doing as a career.

Cognitive Diversity

How I adapt to students with diverse intellectual needs.

Personalizing classroom lessons for different kinds of minds involves recognizing and embracing the diversity in how students think, learn, and process information. This means adapting content, teaching methods, and assessments to support a wide range of learners — including those who are neurodivergent (like ADHD, autism, dyslexia), as well as those with different learning styles, cultural backgrounds, and abilities.

As a math tutor for about 5 years, I have undoubtedly experienced tutoring students with different learning styles. I make sure I understand individual strengths of students which helps me attend to each student according to their ability.

For below average students, I break questions down to a very fundamental level using a step by step approach to solving problems. In addition, I use real-life scenarios to help students have a visual idea of questions. I ask students lots of questions and give them an opportunity to ask me questions as well. As a final step, I give students examples of problems I have solved in class.

On the other hand, students who demonstrate a strong ability tend to comprehend material much quicker. It takes me less time to explain information. However, I use the same approach by solving problems step by step, asking the students questions in the learning process, in return, giving students the chance to ask me question based on topic I am tutoring.

During my tutoring work, I have had the opportunity to work with several gifted students across different age groups, particularly in subjects like math. Gifted learners often bring a unique set of strengths such as rapid comprehension, intense curiosity, and a desire to explore topics in-depth which require a flexible and enriched approach.

One of the most rewarding experiences I encountered involved tutoring a 10-year-old student who was two grade levels ahead in math. Rather than simply accelerating through standard curriculum, I focused on nurturing problem-solving skills, introducing concepts from number theory and logic puzzles to stimulate deeper thinking. I encouraged independent exploration while providing structure and context, which helped the student stay both challenged and engaged.

As a substitute teacher , I had the chance to work with several students with ADHD who struggled with focus and completing tasks despite strong potential in math. Rather than expecting extended periods of sustained attention, I broke lessons into short, interactive segments with frequent check-ins and movement breaks. I used multisensory techniques, visual aids, and games to keep the student actively engaged.

At the same time, I worked on building executive functioning skills like time management and task planning by introducing simple strategies the student could use independently. Over time, these supports helped increase both confidence and consistency.

What I have learned from tutoring students with ADHD is the importance of flexibility. Maintaining clear expectations while adapting in real time to attention shifts, energy levels, and emotional needs. Establishing a strong, trusting relationship was also key to helping these students stay motivated and feel safe enough to take academic risks.



Michael Sample Lesson

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