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Kenneth
- Rate 46 GHS
- Response 1h
46 GHS/hr
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- Maths
- Trigonometry
- Statistics
- Logic
- SPSS
PRC-licensed teacher specializing in mastery-based assessment design helps students close conceptual gaps in math, not just memorize
- Maths
- Trigonometry
- Statistics
- Logic
- SPSS
Lesson location
About Kenneth
Hello, I'm Rio, a PRC licensed Mathematics educator with a mastery based teaching approach.
I believe every student is capable of understanding mathematics deeply, not just performing it. Most students labeled "weak in math" simply hit a gap somewhere along the way that was never properly closed, the same way a building develops cracks when one floor wasn't built solidly before the next one went up. My role is to find that floor and rebuild it, using clear reasoning and real world analogies rather than rote memorization.
I hold a professional teaching license under RA 1080, and my approach is grounded in ongoing academic research on assessment and learning quality, not just years of repetition. I meet each student where they actually are, not where a generic curriculum assumes they should be, and I hold myself to the same standard of rigor I ask of them.
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About the lesson
- Primary school
- Junior high school
- SHS 1
- +10
levels :
Primary school
Junior high school
SHS 1
BTS
University education
Adult Education
Facultate (Licență)
Master's degree
Doctor of philosophy
Other
MBA
Pre school
Pós-Graduação
- English
All languages in which the lesson is available :
English
Teaching Method and Techniques
My approach is mastery based rather than coverage based, meaning I focus on building genuine understanding instead of simply moving through a syllabus. I diagnose conceptual gaps first, since most students who struggle in math aren't missing procedural skill, they're missing the why underneath it. From there I rebuild using analogies and real world scenarios before introducing formal notation. I also break complex topics into smaller, sequenced steps so students build confidence alongside competence, rather than getting overwhelmed and disengaging.
A Typical Lesson
A session usually opens with a quick diagnostic, a short problem or two that shows me where the student actually is, not where the curriculum assumes they should be. From there, a concept is introduced through an analogy or real world framing before any formula appears, followed by guided practice where I ask questions rather than hand over steps, then independent practice with immediate feedback, and a short close out where the student explains the concept back in their own words. That last part matters most, since being able to teach it back is a strong sign of real understanding.
What Sets Me Apart
I am a PRC licensed educator, and my approach is grounded in actual assessment research, not just years of repetition. I design mastery based assessment systems as part of my academic work, which means I have a structured way of measuring understanding rather than guessing at it. I also lean conceptual first rather than procedural first, closing a gap most tutoring leaves open between students who can compute and students who can reason.
Who This Is For
General Mathematics and related subjects, from middle school through senior high school, including students preparing for college level math or those who have historically done fine on tests but feel shaky on the underlying logic. Especially well suited for students who have been told they are not a math person, since that is usually a conceptual gap rather than a capability gap.
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Rates
Rate
- 46 GHS
Pack prices
- 5h: 230 GHS
- 10h: 460 GHS
online
- GHS46/h
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