About Thomas:

I have personally experienced the difficulties faced by those whose personality type or learning style are a poor fit with the one-size-fits-all approach of traditional education. Fortunately, I was gifted with great mentors who understood that such differences are an invaluable asset, which, when properly applied, enable one to excel.

The manner in which knowledge is assimilated and processed is an innate characteristic of the individual; there is no right way and there is no wrong way to go about it. I strongly believe that the key to enduring knowledge is the ability to think creatively, not the capacity to commit an endless succession of facts to memory. Each of us is born with both, but those who favor the former are often at a disadvantage over those who favor the latter. Not only is it enervating for a student to be coerced into an alien thinking style, it is counterproductive as well.

When a subject is presented in a manner that makes sense to students as individuals, learning ceases to be a chore and a source of frustration. They develop the self-confidence and acquire the thirst for knowledge essential to academic success. To that end, I approach tutoring in four steps.

First, I explore with students the way in which they think and how that relates to the difficulty they are having. I ensure the student that whatever he or she thinks and says will not be judged or characterized, and that no question will be treated lightly or left unanswered.

Next we work backwards until we discover where the problem first arises. It is not at all uncommon for that to be well into the past. Once that problem has been addressed, however, progress is almost always swift.

Only in the third step do I address the current subject directly. By this point students are able to identify their weaknesses and ask appropriate questions to help them make sense out of what they are being taught. When answered to their satisfaction, such questions rapidly diminish.

Unfortunately, having a deep understanding of a subject in one’s own way is no assurance of receiving good grades. In fact, many students already possess the knowledge they need and lack only the vital skill of taking tests. The final step I take is to help students develop that skill so they are able to present what they know in whatever manner is required of them.

I have successfully applied these principles for over 40 years in a broad range of situations. In high school I was a volunteer tutor for algebra and Spanish and a coach for SATs. Throughout my three-decade career as an electronics engineer I helped numerous technicians master electronics, mathematics, and computer programming. I also conducted regular training programs for production personnel as well as company-wide programs in preparation for ISO9000 certification.

In later years I have coached the LSAT with Princeton Review and have mentored young adults in danger of dropping out of school. I have also worked as an undergraduate and graduate teaching assistant in a distant learning program for both Western Carolina University and Carland College, an online school of entrepreneurship.

I studied at Penn State for two years earning 21 credits in mathematics and 18 in physics. I returned to college in 2002 and graduated summa cum laude from Western Carolina University with a BS in Business Administration in 2005. At that time I was selected for membership in Beta Gamma Sigma, the most prestigious honor society for business students in the world.

I continued my studies at Western Carolina University, earning a Master of Entrepreneurship degree in 2007 with a GPA of 4.0 and was elected into Phi Kappa Phi,the oldest and largest collegiate honor society dedicated to academic excellence in all disciplines.

It is my passion to help students achieve to their fullest potential, which I believe is possible only when they are afforded the freedom to learn as their nature dictates. I see the role of tutor not as that of a teacher but rather as that of mentor, one who helps students to rise above stigma, discover their innate abilities, and apply those abilities to achieving success in any academic environment.

Regardless of how long I may be needed as tutor, my role as mentor never ends. Once I have seen that a student is committed to learning, I will make myself available for assistance in any way possible for as long as I am able to provide it.

On the other hand, I do not wish to waste my time on those who are insincere in their quest for knowledge. If you are seeking only a shortcut to a passing grade, there are many others who are better suited to the task.