Failure & mistakes are opportunities to learn & grow. You can learn math. & Mister Marx can help.

About Me

As an educator, I genuinely enjoy the challenge that comes with breaking down complex topics for learners. With me, learners are encouraged to challenge themselves & to make mistakes – that’s what I am there for! Every mistake is a window into our understanding, and every mistake is an opportunity to learn. I work hard to get to know my students & to foster a bias/judgment-free learning environment where students feel comfortable engaging with the material unabashedly. During my tutoring sessions, learners can expect me to use a conversational teaching style in order to engage them in the learning process & to encourage critical thinking.

Note - All art used on this page is student-drawn.

Education Philosophy

Lead by example and showcase what it truly means to work as a Philomath - a lover of mathematics.

I’ve been learning about and teaching mathematics for years; and yet, the subject never fails to leave me inspired. Students have commented, “How are you so excited about math,” and my response is always, “How can you not be?” I actively pursue these types of interactions hoping for this feeling of excitement toward mathematics to create a space for students to feel comfortable considering the beauty in mathematics, too. I intend to create experiences where students walk in the shoes of mathematicians and truly engage in the act of doing mathematics.

Eagerly pursue opportunities to offer students the chance to develop a sense of wonder and curiosity.

There are moments for direct instruction and independent practice, but the truly magical moments in the classroom occur when students engage in lesson sequences that allow them to “get their hands dirty” with the mathematics and get creative. This aspect of my teaching is inspired by Peg Smith and Mary Kay Stein’s 5 Practices for Orchestrating Productive Mathematics Discussions:

  1. Anticipating: This involves preparing for each lesson by anticipating the types of questions & misconceptions students might encounter, as well as the types of mathematical reasoning & sense-making that will be required. Engaging in this practice empowers me to be prepared for the wide-variety of situations that may arise with the students. Now, when a student has a different idea or is experiencing confusion, I am already aware and prepared to engage the student in a productive discussion aligned with their personal thinking.

  2. Monitoring: This involves closely observing & listening to students during math discussions in order to understand their thinking & identify any misconceptions or misunderstandings they are experiencing. This helps me to provide targeted feedback and support to individual students. By monitoring, I am able to maintain a clear understanding of the various solutions & misconceptions actively being used.

  3. Selecting: This involves choosing specific students to participate in math discussions in order to create a balance of voices & perspectives, & to ensure that all students have an opportunity to engage in the discussion. By bringing intentionality to how students participate in discussions, I am able to ensure that all students are engaged in ways which fit their specific learning & social needs.

  4. Sequencing: This involves carefully planning & organizing the progression of math discussions. When sequencing, I am able to provide a clear path of discussion where moments build upon one another – encouraging deeper understanding of the math concepts being discussed. By building discussion points on prior points, students are also aided in making sense of each point of discussion, & are empowered to engage concepts to higher levels as a result of the support.cal concepts.

  5. Connecting: This involves connecting various mathematical ideas with one another. Mathematics is an intricate, overlapping web of knowledge. By properly connecting ideas during discussion, students are able to see the ways in which their mathematical understandings of different concepts relate & connect to one another. Engaging in math in this way, students can bolster their understanding in one area with their strength in understanding in another.

These practices work together to create a learning culture that is focused on fostering deep understanding and critical thinking about math, and that supports all students in their mathematical learning. The practices allows you to carefully plan and execute open-ended, challenging tasks that put the work in the hands of your students. You can never be prepared enough for what your students will discover in these types of lessons; and that is what makes them so special in cultivating the curiosity of students.

Create experiences where student learning is developed via a journey of discovery and thoughtful experimentation and assessment.

I plan my lessons with the intention of offering students opportunities to be comfortable with uncertainty. I want students to embrace the idea of productively struggling with difficult concepts knowing that the understanding that lies behind that perseverance in the face of struggle is well worth it; and it is in this way that the Standards for Mathematical Practice inspire my teaching. I believe that a self-created understanding developed through careful exploration is not only more likely to solidify learning, but also to give meaning to learning. There is a special sense of ownership that develops when a student feels like they’ve played a part in the learning occurring in the classroom. Along the same line, it is equally important to provide students with the tools to work cooperatively toward shared goals. These tools include the ability to carefully construct their own arguments, appropriately critique the arguments of others, and mindfully adapt their own arguments as a result of peer critiques. These skills not only support students with their experiences in the classroom, but also prepare students to be ideal teammates and coworkers in their near futures.

Prepare students to become lifelong learners in their fields of study/work.

Preparing students to become lifelong learners in their fields of study/work involves helping them develop the skills and habits that will enable them to continue learning and growing throughout their careers. This might include teaching them how to identify their own learning needs and goals, how to find and evaluate sources of information, and how to apply what they have learned in new and creative ways. It may also involve helping them develop critical thinking skills, problem-solving skills, and the ability to collaborate effectively with others. Regardless of their field of study/work, it is important to instill a feeling of curiosity, wonder, and determination in students. By fostering a love of learning and a desire to continue growing and improving, teachers can empower their students to be thoughtful questioners, active listeners, and observant individuals, who are able to adapt and thrive in their chosen fields.

Lifelong learners are more adaptable and resilient in the face of change, and they are more likely to succeed in their careers because they are able to continually grow and improve their skills. In addition, being a lifelong learner can bring personal fulfillment and a sense of accomplishment as individuals continue to learn and grow throughout their lives.

Experience

To learn more about Mister Marx’s experience, education, licenses & certifications, and honors & awards, visit my LinkedIn page here.

  • https://www.MisterMarx.com

    Skills: Content Management · Content Development · Web Content Creation · Child Advocacy · Distance Learning · E-Learning · Teacher Training · Online Content Creation · Mathematics · Mathematics Education · STEM · Teaching · Special Education · Education · Online Tutoring · Tutoring · Lesson Planning

  • Career Break

    Created, managed, analyzed, and delivered databases containing all Architectural Coatings color recipes crucial to any product launches/changes to PPG Stores and customers for the USCA market in a timely and accurate manner.

    Key Responsibilities:

    • Creation of Novel Data Collection/Analysis Tools – Macros, SQL, Tables, Forms, and Queries

    • Dynamic Priority & Project Management – Status Reporting Across Multiple Customer Channels

    • Technical, Cross-Team Communication/Support – Sales, Marketing, and Product Development Teams

    • Data Analytics and Educational Workshop/Presentation Facilitator

    Highlights:

    • Development & Delivery of End-to-End Data Migration & Conversion Projects

    • PPG Black Employee Network Member – Candid Conversations on Race, Diversity, Bias, and Social Justice

    • PPG Abilities First Network Member - Advocate for Needs of Individuals with Disabilities

    • PPG Harmar United Way Ambassador – Colorful Communities Day of Caring

    • Volunteer Category Award Judge - 2019/2022 Pittsburgh Regional Science Fair

    • Developed a thorough understanding of paint, color theory, and color matching.

  • Extracted, analyzed, and contextualized data to generate meaningful, actionable insights used to guide the instruction of colleagues; and trained colleagues in the collection, management, and analysis of data.

    Key Responsibilities:

    • Dynamic Excel Dashboards – Advanced Functions: VLOOKUP, Macros, Conditional Formatting, Etc.

    • Drive Schoolwide Change - Compelling, Accessible Presentations by Means of Data Insights

    • Instructional and Cultural Cabinet Member – School Leadership Responsible for Strategic Plan Initiatives

    Highlights:

    • Data-Targeted Interventions – Key Performance Indicators (KPIs)

    • Data System User Guide Creator – Skyward Data SystemExtracted, analyzed, and contextualized data to generate meaningful, actionable insights used to guide the instruction of colleagues; and trained colleagues in the collection, management, and analysis of data. Key Responsibilities: • Dynamic Excel Dashboards – Advanced Functions: VLOOKUP, Macros, Conditional Formatting, Etc. • Drive Schoolwide Change - Compelling, Accessible Presentations by Means of Data Insights • Instructional and Cultural Cabinet Member – School Leadership Responsible for Strategic Plan Initiatives Highlights: • Data-Targeted Interventions – Key Performance Indicators (KPIs) • Data System User Guide Creator – Skyward Data System

    Skills: Team Management · Team Leadership · Teamwork · K-12 Education · Data Analysis · Data Analytics · Data Entry · Databases · Data Management · Data Visualization · Data Collection · Leadership · Teacher Training · Training & Development · Education · Lesson Planning

  • Utilized research-based teaching principles, methods, and concepts to deliver instruction best fit to aid pupils in the development of practical critical-thinking abilities rooted in mathematical understanding and skills.

    Key Responsibilities:

    • Clear, Meaningful, Differentiated Communication of Complex Concepts

    • Data-Driven Instruction – Analysis of Student Academic Data

    • Process-Oriented Mindset – Preparation, Implementation, and Reflection

    • Instructional and Cultural Cabinet Member – CREW Foundation

    • CREW Leader – Mentor and Role Model

    Highlights:

    • Staff Member of the Month (Nov/Dec 2016) – Unwavering Commitment to Student and Staff Success

    • Innovation Award (2017) – Innovative Mathematics Lesson Development and Implementation

    • EL Education’s Deeper Learning in Mathematics: Secondary Institute Attendee – 2016

    • Equity / Beyond Diversity Training Attendee – Foundation for Eliminating Racial Disparities

    • Design of Original Geometry, AP Calculus, Algebra I, and Real-World Math CurriculaUtilized research-based teaching principles, methods, and concepts to deliver instruction best fit to aid pupils in the development of practical critical-thinking abilities rooted in mathematical understanding and skills. Key Responsibilities: • Clear, Meaningful, Differentiated Communication of Complex Concepts • Data-Driven Instruction – Analysis of Student Academic Data • Process-Oriented Mindset – Preparation, Implementation, and Reflection • Instructional and Cultural Cabinet Member – CREW Foundation • CREW Leader – Mentor and Role Model Highlights: • Staff Member of the Month (Nov/Dec 2016) – Unwavering Commitment to Student and Staff Success • Innovation Award (2017) – Innovative Mathematics Lesson Development and Implementation • EL Education’s Deeper Learning in Mathematics: Secondary Institute Attendee – 2016 • Equity / Beyond Diversity Training Attendee – Foundation for Eliminating Racial Disparities • Design of Original Geometry, AP Calculus, Algebra I, and Real-World Math Curricula

    Skills: Geometry · AP Calculus · Pre-Calculus · Calculus · Pre-Algebra · Team Building · Team Leadership · Teamwork · Algebra · Leadership · Teacher Training · Mathematics · Mathematics Education · STEM · Teaching · Special Education · Education

  • • Taught classes of 25-30 diverse students in an urban setting

    • Attended Pittsburgh Public Schools SDUC Teacher Candidate/Intern Seminar and Beyond Diversity professional development

    • Created and maintained a classroom website with daily classwork and homework updates• Taught classes of 25-30 diverse students in an urban setting • Attended Pittsburgh Public Schools SDUC Teacher Candidate/Intern Seminar and Beyond Diversity professional development • Created and maintained a classroom website with daily classwork and homework updates

    Skills: Pre-Algebra · Working With Children · Team Leadership · Child Development · Middle School · Algebra · K-12 Education · Leadership · Teacher Training · Mathematics · Mathematics Education · STEM · Teaching · Special Education · Education · Lesson Planning

  • • Interacted with patients and families by assisting them with locating and using resources in the children's library, the medical library, and the computing center.

    • Checked library materials in and out to patients, families, and staff.

    • Cleaned and organized library materials and resources throughout the library.

    • Processed books, DVDs and other library materials for addition to the collection• Interacted with patients and families by assisting them with locating and using resources in the children's library, the medical library, and the computing center. • Checked library materials in and out to patients, families, and staff. • Cleaned and organized library materials and resources throughout the library. • Processed books, DVDs and other library materials for addition to the collection

    Skills: Library Management · Early Childhood Literacy · Working With Children · Child Advocacy · Library Services · Cataloging · Early Childhood Development · Child Development

  • • Received intensive training and professional development in childhood education.

    • Provided individualized attention and positive adult-child relationships to prepare children attending preschool in low-income neighborhoods for school success.

    • Collaborated with a team of Corps members.• Received intensive training and professional development in childhood education. • Provided individualized attention and positive adult-child relationships to prepare children attending preschool in low-income neighborhoods for school success. • Collaborated with a team of Corps members.

    Skills: Early Childhood Literacy · Working With Children · Child Advocacy · Team Building · Team Leadership · Teamwork · Early Childhood Education · Early Childhood Development · Child Development · Leadership · Teacher Training · Training & Development · Teaching · Education

  • • Presented educational material to and actively engaged with museum attendees.

    • Helped with the development of ideas for the improvement of exhibits.

    • Worked with a team for special events.• Presented educational material to and actively engaged with museum attendees. • Helped with the development of ideas for the improvement of exhibits. • Worked with a team for special events.

    Skills: Museum Education · Museums · Working With Children · Teamwork · Early Childhood Education · Early Childhood Development · Child Development · Teacher Training · Teaching · Education · Lesson Planning

  • • Presented educational material to and actively engaged with children ages 3-15.

    • Helped with the preparation of lesson plans.• Presented educational material to and actively engaged with children ages 3-15. • Helped with the preparation of lesson plans.

    Skills: Museum Education · Museums · Working With Children · Teamwork · Early Childhood Education · Early Childhood Development · Child Development · Teaching · Education · Lesson Planning

  • • Received intensive training and professional development in childhood education.

    • Provided individualized attention and positive adult-child relationships to prepare children attending preschool in low-income neighborhoods for school success.

    • Collaborated with a team of Corps members.• Received intensive training and professional development in childhood education. • Provided individualized attention and positive adult-child relationships to prepare children attending preschool in low-income neighborhoods for school success. • Collaborated with a team of Corps members.

    Skills: Early Childhood Literacy · Working With Children · Child Advocacy · Team Building · Team Leadership · Teamwork · Early Childhood Education · Early Childhood Development · Child Development · Leadership · Teacher Training · Training & Development · Teaching · Education

Available upon request:

Act 151 - Department of Human Services Child Abuse History Clearance

Act 34 - Pennsylvania State Police Request for Criminal Records Check

Act 114 - Federal Criminal History Record Information (CHRI)

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