Subject Areas

Readiness (Pre-k)

Elementary (Kindergarten through 8th grade)

• Language Arts
  • Reading
  • Writing
  • Spelling
  • Grammar
• Mathematic
• Social Studies
• General Science

High School (grades 9-12)

• Language Arts
  • Reading
  • Literature
  • Writing
• History
• Mathematics
  • Algebra I & II
  • Geometry
  • Trigonometry
  • Pre-Calculus
  • Calculus
• Science
  • Chemistry
  • Biology
  • Physics
  • Earth Science
• Foreign Languages
  • French
  • Spanish
  • Latin
  • American Sign Language

General Tutoring Principles

The way we teach at MTA differs markedly from the way children are usually taught in their schools. All good teachers "tune in" to their students, but in the one-on-one situation, we have the advantage (and luxury!) of giving our full attention to your child.

Teachers at your child's school must sometimes wait a few days to a week to find out whether their students "got it" by administering a quiz or test. Tutors are able to find out immediately if something is not understood and continue working at conveying the concept or information until "the light goes on."

Tutoring needs to be an organized, energetic activity. It requires much patience and flexibility. The tutor may model or teach a new skill, but then the student must have the opportunity to try it him/herself, ask questions, and practice the new skill until it is well understood.

When a student begins tutoring at MTA, the parents are given the option of allowing us to communicate directly with teachers and other school personnel. If permission is given, we contact each teacher listed (usually by email), introduce ourselves, and ask for input. Because the teachers see the students in the classroom setting, they may offer information that is very useful to us, but hard to discover in one-on-one tutoring. On the other hand, we can offer them insight gained from evaluation and/or individual work with the student. We encourage teachers to stay in touch if there are specific concerns that we can address. Similarly, we contact them again as needed for clarification of assignments or to confer about approaches that would be most effective in teaching the student.