Amine
Verified teacher profile
 Hourly rate $50
 Response Time 24h
1^{st} lesson free!
University Instructor for 5 years and tutoring for 10 years. I love Mathematics and I love teaching it.

 Pittsburgh
 at his home
 webcam
About the lesson
Teaching Philosophy
A good teacher thinks beyond the self and considers his/ her duties as a contribution toward a better future.
I believe the effectiveness of teaching can only be measured by the level of learning. I also believe no absolute success could be established in efficiently transferring knowledge and skills without knowing your audience. What is level of their skills? What is their attitude toward Mathematics? What are they seeking from the course?
As a teacher, this is priority information I seek to gather at an early stage in the course. In a way I try to be an effective diagnostician of students’ background, abilities and interest. I begin by collecting this information from the first day of class via passing note cards and ask them to fill such type of information. Then soon after that, I get to know them individually and by fourth week I make it a goal to call each student by his/her name. We often have the strong, the moderate, and the weaker students. Also we regularly have students who want to simply pass, students who want both. As teacher assistants, we often find it challenging to fairly divide my lectures and recitations in order to push up the weak, encourage the moderate, and expand the talented. As a result, it is sometime inevitable to leave some students behind and some bored.
Personally, I am equally enthusiastic in assisting a student who is struggling to reach a passing grade and a strong student to reach A+.
My first objective is to conduct my lectures and recitations a) by making hard things easy and b) foremost in a way that every single student leaves with something in their basket. Thus in a typical class, I begin my lecture by presenting the highlights, tips, and the “Must Know Information” (list of all formulas, equations, etc.) learned in the current chapter, often summarizing a complicated process in a simple and more manageable format. Although this may be wellknown by the moderatestronger students but they still appreciate the simple and concise format. Yet the weaker ones as they note this information down, they often find hope in a fresh and new start. Next, I present average difficulty problems that reflect the highlights presented at first. As we cooperate to solve these, we then jump to exam level problems where everyone should now be up to speed. At last I make sure they don’t leave without being challenged, an example of such a challenge would be to present a problem on the board from an old final exam and announce the first to raise their hand and give a correct answer will be rewarded with 10 bonus points. At the minimum, during such recitation the weaker students left with a golden sheet of information and understood few examples, the stronger students were exposed to examlevel problems, and of course one left the recitation crowned with 10 points of bonus.
Second of my objectives is to inspire students to build an intuition and show them the great treasure of such a skill. I often give them the analogy for intuitive approach Vs. nonintuitive approach as 2 person trying to find an object inside a dark room Vs. welllit room. The majority of intuitions are built through understanding the reasons behind a correct statement. I choose to go a bit deeper. I usually take a specific type of a delicate problem, I write a wrong answer on the board that is often achieved by a common mistake. Then I ask who thinks this is a true. Those with their hands up are requested to state the reason. Once I compliment the good but wrong guess of the student, I explain why it is not correct in this case but could be in other cases.
AMINE HALLAB Page 8
Then I present another wrong answer for the same problem and repeat the process until we run out of traps and the correct answer floats to the surface. This is the type of intuitive thinking I try to teach my students, not only the reason behind a true answer but also the reason behind a false one.
Third of my objectives is exam taking skills and time management.
Some say: “Mathematics is not about memorizing formulas or identities” I agree but why not have the good of both worlds: the understanding and the byheart knowledge of the formulas and identities. I find necessary to encourage the student to know some formulas by heart once they understand it. Our 50 minutes midterms are not designed for students to have the time to derive a formula.
My intention is to deliver an interesting lecture but mainly keep it relevant and realistic. When solving an exam type problem, I often write selfposed questions on the board in which the answers map out the way the problem must be tackled. I also provide to my students many quick tools and tricks (intuitive and algorithmic) to verify if their answers are reasonable or sometime if they are exactly correct. Such tool could be a great source of confidence boost going from a problem to another. We also solve various problems in timely fashion that coincide with exam timing. I have found this to be very alerting to the students. For instant, when I am instructed to give 50 minutes for a quiz that is only worth 25 minutes in final exam timing, I indeed follow the instructions yet I announce after 25 minutes that time is up “if we were taking a real exam”. This gives the students a perspective of the progress they have to make in the future.
In brief, the fourth of my objectives is to maintain the following attitude:
I care and I show it too.
I try to maintain a fun learning environment.
I do what it takes to insure their learning absorption. Sometime I use extreme approaches such as writing essential information on the bricks of the classroom. I find students’ memory very responsive to such extraordinary style.
Since the evaluation of the fall students comes out in the spring, I often get instant evaluation and feedback from the students (e.g. ask them to write TF for Too Fast and TS for Too Slow on the top of the quiz in order to calibrate the speed of my Lecture / Recitation)
The combination of not leaving anyone behind, the fun learning environment, and the key tips I often provide have resulted in average of 99% attendance in my lecture / recitation. I often see in my OMETs statements such as: “Made the subject more fun even though the course is extremely dull”, “He was funny and cared more about the success of his students than any other TA I’ve ever had”, “Genuinely care about our understanding of the materials”, “really good at summarizing the complicated steps and making it more doable”. I consider such statements a direct reflection of my Teaching Philosophy put at work.
In summary if I was to refer the students as players and math as a sport, my objective is for the students to become skillful players (in mind and physique) and also learn how to score too. I will continue on maintaining a fun and effective environment and I pledge to not leave any falling comrade (student) behind.
subjects
 Mathematics
 Algebra
 Geometry

+3
Statistics
Calculus
Precalculus
languages
 English
levels
 All Levels
About Amine
I have a a bachelors in Bioengineering and masters in Mathematics. I worked as medical device reviewer for the US Food and Drug Administration. I took my first tutoring position at the age of 17 and taught trigonometry at the age of 19. Later on, I taught a variety of math courses at the University of Pittsburgh for 5 years.
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 5h: $220
 10h: $400
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