Susovan P

I'm a specialized online tutor in mathematics, applied mathematics, statistics, machine learning and English as a Second Language (ESL). I received my PhD in mathematics in the US (Rutgers University, New Brunswick, NJ), and held my postdoctoral positions in reputed institutions in France (Ecole Polytechnique, INRIA) and USA (University of California, Los Angeles). I've extensive teaching and tutoring experience in many areas of mathematics, e.g. trigonometry, precalculus, algebra, differential equations as well as many other topics. I also had great scores in GRE and other competitive exams en route to my PhD. I love to share my passion for mathematics, statistics and machine learning with my students, by means of tutoring, seminars, talks etc. Being an expert in the subject, I can teach/tutor any level - this means from precalculus to linear algebra, group theory, differential equations, probability, statistics and many more! I have also been tutoring privately to students of all ages and taught more elementary as well as advanced topics for about 2 years in addition. Among many others, I've also tutored for IB Mathematics courses (e.g. Analysis and Approaches HL and SL), ACT and GRE Math preparation, Masters in Data Science/Statistics and also French middle school ('collège') students. I received excellent recommendations and five star ratings from clients/students and can produce them. Besides mathematics, I also teach English as a second language (ESL), where I'm TESOL certified. My specialties include: 1. My familiarity with all level of mathematics, thanks to my doctorate in the subject. 2. My teaching experience in large (roughly 30-40 students per class) and small (one to two students) group settings. 3. My effective visualization process with charts, diagrams, and tables to make things easy for the students. 4. In case the student speaks French but not good in English, I can also tutor in French, where I've an intermediate level. 5. I'm extremely well equipped for tutoring online, as I've done it before and effectively. I've a graphics tablet and a digital pen which I can use to write on an-built whiteboard, and and the writings appear on the screen and the students can see it the writing in real time. They can record the calls and I always share the filled-in whiteboards after the tutoring session, mostly in personalized Dropbox folders. 6. I'm a specialist in motivating the students to learn a new concept, for example, negative numbers, group theory or functional analysis. I've worked in industry for 2 years, so I've seen a lot of these concepts being used in real life, so I can help motivate on why (s)he is learning a new concept.

During 5 years of my PhD at Rutgers University, USA, I instructed, designed exams, homework and quizzes for, and graded several courses in mathematics. These courses were mostly undergraduate, and the precalculus courses had a lot in common with the 10+2 level IB Mathematics and GCSE Mathematics courses. For example, I taught, differential and integral calculus, complex numbers, geometry in 2D and 3D, probability and statistics, vector analysis, combinations and permutations among many other topics. I have also been tutoring privately to students of all ages and taught more elementary as well as advanced topics for about 2 years in addition. Among many others, I've also tutored for IB Mathematics courses (e.g. Analysis and Approaches HL), ACT and GRE Math preparation, Masters in Data Science/Statistics and also French middle school ('collège') students. I received excellent recommendations and five star ratings from clients/students and can produce them. I'm also a TESOL certified English instructor and privately tutored English, mostly to French students, focusing on mainly their spoken English, but at times writing skills as well. I use a graphic tablet, digital pen, screen sharing and recording options so that I make online teaching experience an in-person experience, and due to recording of the call (only if the student wishes to), (s)he can always revisit the lectures or lesson after it's over.

The lesson planning depends on individual students or a group of students. If the student is in the beginning of her or his academic curriculum and the exam is far away, then we go mostly linearly - I ask her/him to read a chapter and solve some easy exercises first. Based on the solutions of these exercises I gauge where her/his difficulty lies and focus on the prerequisites, and solve more such exercises. If on the other hand, the student is near the end of her/his curriculum and the exam is near, then we go nonlinearly - I give students exam problems or similar, and from their solution, see which chapters they need to study again and we cover the theory of these chapters in brief, followed by solving some more problems, thus solidifying their background along the way. In the last few weeks leading up to the exam, we cover the previous years' problem sets.

I've written curricula for the IB Mathematics AA and AI SL ajd HL. I've been tutoring IB students for long as well A level and A level further mathematics. So I'm very familiar with these. I've written GRE myself, so I'm familiar with GRE and subject GRE math as well as SAT and ACT math.

They did very well in their IB Mathematics exams.