For STEM professionals already working in field:

Many STEM content experts (eg, busy scientists & engineers) working in the field would love to share their fundamental STEM knowledge with motivated kids, especially disadvantaged kids, but have neither the time nor teaching proficiency to do so. For such content experts, tutoring remuneration is less important than convenience &andpedagogic structures that would guide and expedite their teaching.

Via an online platform the EEF tutor-trainer uses and constantly tweaks in his own tutoring, he has developed this convenience.

He has also developed these pedagogic structures, which are flexible step-by-step teaching procedures for STEM tutoring, thanks to his:

  • 10 years of STEM tutoring experience.
  • 2 years of STEM teaching experience in NYC public schools.
    • He thus is also familiar with the educational weaknesses - but also potential strengths - of disadvantaged kids
  • formal pedagogic training (Master's Degree in Science Teaching [Hunter College])
  • formal STEM training through high school, college (BA in Pre-Engineering), then post-bacc (took entire undergraduate Biology curriculum while he was a graduate student at Hunter College)

Moreover, EEF vets students before recommended them to volunteer tutors.

Each student has an initial 1-to-1 in-person session with EEF's tutor-trainer, who thereby determines whether the student is advanced enough for exclusively online tutoring, or whether in-person tutoring would be better.

Thanks to a tutoring method based on the gritty student's problem-solving between sessions, during which only incorrectly-answered problems are reviewed (and concepts are reviewed in this context), this tutoring will require only a few hours per week of your time, though your student must invest much more time.

Of course, you will be trained in this method, though you probably informally used it in your own studies.