Why Choose Chafyaay Math?
Mr. Chafyaay has 15 years of experience working side-by-side with hundreds of students. His goal is to see a significant improvement in test scores for students who use our tutoring services.
Values
Rachid Chafyaay believes that education is the key to success and helping students conquer their academic challenges will ultimately lead to students realizing their career aspirations. He also believes in helping students reach their full potential as they pursue their goals. Motivation cannot be taught, but Math tutoring definitely helps them realize their potential by making sure each learning session is going to make them closer to their chosen careers later on in life.
Mission
The mission of Chafyaay Math is to help students achieve a high degree of success in their mathematics classes. We provide a learning environment for our students which includes highly effective instruction, personalization of teaching, and confidence building measures.
Rachid Chafyaay's mission is to provide exceptional Math tutorial services to help students from all over the world anytime, anywhere achieve excellence in Math through world-class instruction.
Rachid Chafyaay's mission is to provide exceptional Math tutorial services to help students from all over the world anytime, anywhere achieve excellence in Math through world-class instruction.
Teaching Method
Mr. Chafyaay Believes that students achieve their academic goals as a result of his growth mindset approach to teaching and learning.
Mr. Chafyaay has implemented with success in his own classroom the latest research on mindsets by Dr. Carol Dweck a professor of Psychology at Stanford University. Dr. Carol Dweck states that the way our students think impacts their attitude toward learning and how they perform in our classrooms. Dr. Dweck and her colleagues found that students’ mindsets—how they perceive their abilities—played a key role in their motivation and achievement, and found that if we changed students’ mindsets, we could boost their achievement. More precisely, students who believed their intelligence could be developed (a growth mindset) outperformed those who believed their intelligence was fixed (a fixed mindset). And when students learned through a structured program that they could “grow their brains” and increase their intellectual abilities, they did better. Finally, they found that having children focus on the process that leads to learning (like hard work or trying new strategies) could foster a growth mindset and its benefits. Mr. Chafyaay is continuously seeking ways to help his students cultivate such mindset and believes that the path to a growth mindset is; as Dr. Dweck describes; “a journey, not a proclamation.”
The term “growth mindset” comes from the groundbreaking work of Carol Dweck. She identified everyone holds ideas about their own potential. Some people believe that their intelligence is more or less fixed and in math – that you can do math or you can’t. About 40% of students have these damaging “fixed mindset” ideas. Another 40% have a “growth mindset” – they believe that they can learn anything and that their intelligence can grow. The other 20% waver between the two mindsets.
Students with a fixed mindset are those who are more likely to give up easily, whereas students with a growth mindset are those who keep going even when work is hard, and who are persistent. The two mindsets are associated with different achievement pathways as the papers on this page show. It is possible to change mindsets – my student online class which can be accessed under courses – has been shown to shift students’ mindsets from fixed to growth and cause higher mathematics achievement.
Mr. Chafyaay has implemented with success in his own classroom the latest research on mindsets by Dr. Carol Dweck a professor of Psychology at Stanford University. Dr. Carol Dweck states that the way our students think impacts their attitude toward learning and how they perform in our classrooms. Dr. Dweck and her colleagues found that students’ mindsets—how they perceive their abilities—played a key role in their motivation and achievement, and found that if we changed students’ mindsets, we could boost their achievement. More precisely, students who believed their intelligence could be developed (a growth mindset) outperformed those who believed their intelligence was fixed (a fixed mindset). And when students learned through a structured program that they could “grow their brains” and increase their intellectual abilities, they did better. Finally, they found that having children focus on the process that leads to learning (like hard work or trying new strategies) could foster a growth mindset and its benefits. Mr. Chafyaay is continuously seeking ways to help his students cultivate such mindset and believes that the path to a growth mindset is; as Dr. Dweck describes; “a journey, not a proclamation.”
The term “growth mindset” comes from the groundbreaking work of Carol Dweck. She identified everyone holds ideas about their own potential. Some people believe that their intelligence is more or less fixed and in math – that you can do math or you can’t. About 40% of students have these damaging “fixed mindset” ideas. Another 40% have a “growth mindset” – they believe that they can learn anything and that their intelligence can grow. The other 20% waver between the two mindsets.
Students with a fixed mindset are those who are more likely to give up easily, whereas students with a growth mindset are those who keep going even when work is hard, and who are persistent. The two mindsets are associated with different achievement pathways as the papers on this page show. It is possible to change mindsets – my student online class which can be accessed under courses – has been shown to shift students’ mindsets from fixed to growth and cause higher mathematics achievement.
"The need to understand and be able to use Mathematics in everyday life and in the workplace has never been greater." |
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As a math teacher, I believe ALL students should have access to a rigorous curriculum. Failing to provide rigor in mathematics today, is failing to prepare students for the 21st century. So, my goal is to provide instruction that will encourage my students to develop a growth mindset towards learning mathematics, become accurate, efficient, and flexible problem solvers. It is my belief that the rapidly changing technological advances have created a fluid and dynamic world for this generation of students. We can no longer predict and plan for the problems that these students will need to solve when they enter the work force. Therefore, we must make sure that our students have the mindset, the core knowledge, and the skills to apply that core knowledge, to a variety of situations that are known and unknown to us at this time.
At the center of my mathematics instruction, is the promotion of a growth mindset culture thorough teaching students about how the brain works as they work through math problems that present a significant cognitive challenge. A mathematical problem may be a hands-on exploration of a mathematical concept, a multi-step task, shorter problems with a single answer, or looking for patterns and/or repeated reasoning in discussions of arithmetic strategies. Students must have the chance to struggle with meaningful problems, discuss possible solutions with their peers, create mathematical arguments, and place these arguments before a group of their peers who can provide validation and feedback. During these problem-solving opportunities, students should demonstrate their ability to:
At the center of my mathematics instruction, is the promotion of a growth mindset culture thorough teaching students about how the brain works as they work through math problems that present a significant cognitive challenge. A mathematical problem may be a hands-on exploration of a mathematical concept, a multi-step task, shorter problems with a single answer, or looking for patterns and/or repeated reasoning in discussions of arithmetic strategies. Students must have the chance to struggle with meaningful problems, discuss possible solutions with their peers, create mathematical arguments, and place these arguments before a group of their peers who can provide validation and feedback. During these problem-solving opportunities, students should demonstrate their ability to:
- Attend to problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning
Achieve Your Academic Goals
I am an expert.
I have 15 years high school math teaching and private tutoring experience. My former students have successfully graduated form top universities in the state. As a tutor, I know when to nudge, when to sit in silence and wait to let your brain make the connection, when to support, affirm, or encourage. I’m a great listener, highly empathetic, and have a honed intuition through thousands of hours of experience to know how you learn best in each moment. I am experienced in explaining difficult concepts and I have the knowledge of what works best with certain types of students.
I am patient and perfectionist.
Patient: I am by nature a patient, friendly and calm instructor. I promise not to rush you or to make you feel stupid. Learning is a humbling process, and everyone makes mistakes, including me. We're only human!
Perfectionistic: I am never satisfied until you understand 100%, and will put in extra time outside of our tutoring session to clarify my lessons or do further research on a question if necessary.
Personable: Yes, I have social skills! I can hold a relaxed, normal conversation, and I pride myself on my ability to connect with all types of students.
I am committed to your success.
I care about my students, and will do whatever it takes to help them achieve their goals. I understand that my services are not cheap, so I aim to prove to you that they are worth every penny.
Individualized service, based on personalized evaluation of each client and his or her specific needs and strengths. This takes into account the recognition that students learn in various ways, some students learn visually, others orally. Chafyaay's Tutoring first evaluates each student and their best way of learning and tailors the tutoring to most effective serve each student.
The option of one-on-one tutoring or review sessions offered to small groups (enough students so they can learn from each other, but not so many that it becomes confusing and distracting in the session).
I have 15 years high school math teaching and private tutoring experience. My former students have successfully graduated form top universities in the state. As a tutor, I know when to nudge, when to sit in silence and wait to let your brain make the connection, when to support, affirm, or encourage. I’m a great listener, highly empathetic, and have a honed intuition through thousands of hours of experience to know how you learn best in each moment. I am experienced in explaining difficult concepts and I have the knowledge of what works best with certain types of students.
I am patient and perfectionist.
Patient: I am by nature a patient, friendly and calm instructor. I promise not to rush you or to make you feel stupid. Learning is a humbling process, and everyone makes mistakes, including me. We're only human!
Perfectionistic: I am never satisfied until you understand 100%, and will put in extra time outside of our tutoring session to clarify my lessons or do further research on a question if necessary.
Personable: Yes, I have social skills! I can hold a relaxed, normal conversation, and I pride myself on my ability to connect with all types of students.
I am committed to your success.
I care about my students, and will do whatever it takes to help them achieve their goals. I understand that my services are not cheap, so I aim to prove to you that they are worth every penny.
Individualized service, based on personalized evaluation of each client and his or her specific needs and strengths. This takes into account the recognition that students learn in various ways, some students learn visually, others orally. Chafyaay's Tutoring first evaluates each student and their best way of learning and tailors the tutoring to most effective serve each student.
The option of one-on-one tutoring or review sessions offered to small groups (enough students so they can learn from each other, but not so many that it becomes confusing and distracting in the session).
Study after study has shown tutoring can lift students from middle-of-the-class to outperforming 98% of their peers. You don’t have to struggle with math anymore. Purchase a tutoring program with Rachid Chafyaay.
