Letters of Recomendation from previous students and Satisfied Parents are posted at the bottom of this page.
Experience in local Christian schools since 1969 including:
Helena Tutorials at Evangel PCA Church
a ministry of Evangel Presbyterian Church, Helena
in association with Hope Christian School, Pelham
2000 - Present
Evangel Classical Christian School
a ministry of Evangel Presbyterian Church, Helena
Rev. Jeff Lowman, Pastor
Mrs. Pam McKee, Principal
2001 - 2003
Cornerstone Christian School
a ministry of Bethel Baptist Church of Columbiana
Mr. Johnny Grace, Principal
1998 - 2000
Kingwood Christian School
a ministry of Alabaster First Assembly of God
Mrs. Judy Clark, Principal
1993 - 1998
Brooklane Christian Academy
a ministry of Brooklane Baptist Church
Rev. Fred Jordan, Pastor
Rev Fritz Harter, School Administrator
1992-93
Shelby Christian School
a ministry of Shelby Baptist Church
Rev. Steve Bouler, Pastor
Mrs. Braxton Adams, Principal
1985 - 1991
Alliance Christian School
a ministry of the Birmingham Gospel Tabernacle
Rev. Ronald Johnson, Pastor
Mrs. Braxton Adams, Principal
1969 - 1985
Saxon Math Classes Taught since 1985 include
Math 87, Algebra 1/2, Algebra 1, Algebra
2, Advanced Math,
Calculus and Physics.
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Letters of Recommendation Follow!
Letter of Recommendation from Nathan Welch.
I was awarded a scholarship through the National Science and Mathematics Foundation. My scholarship has paid for my tuition and for most of my books. As long as I stay in good standing with the department, I will enter the M.S. program (skipping standardized testing). As a graduate student (as far as the mathematics major requires, but still as an undergraduate otherwise), I will be awarded a fifteen thousand dollar assistantship. The program is known as the Fast Track program. It is a HIGHLY mentored program that speeds qualified students through the undergraduate math and Master's coursework in four years or less. Along with the math major, students are assigned a mentor (one of the PhDs in the department). They meet on a weekly basis, working closely on a research project (I am working on geometrical vector spaces this summer). There is also an honors seminar that Fast Track students take. This is simply a series of presentations done by the students in the program on new, interesting math proofs and such.
The Saxon approach prepared me for my college math. The curriculum does not allow one to just skim over the computations of any process it presents. The books force one to examine the basis of the computation not the stepwise operation. The books' ability to undertake this task, successfully mind you, uses the same principle that college mathematics uses: given a variety of problems in a set, logically devise a method to calculate the value of the variable in question. The key words here are "logically devise a method". Calculators can perform computations; problem solving skills are the basis for analytical success. This is the principle of college mathematics, not the usual malady of memorized computations. I am taking four-hundred level courses (senior level courses), and I still use the Saxon Advanced Mathematics book as a reference to the courses on a weekly basis. Again, the books show the basis of a process, but the strength of the curriculum lies in its ability to develop analytical thinking skills. The Saxon curriculum establishes these skills when the development process is combined with a knowledgeable and patient instructor. Its preparation for college is only a secondary ability developed by the book. An introduction to the analytical thinking process is the student's real gain from the courses.
There is no high school textbook on the planet that will fully prepare one for college mathematics. However, the progression of the level of difficulty parallels the progression of the level of difficulty in a college setting. Mr. Hitchcock's class setup coupled with the Saxon curriculum is very similar to the college setting. For example, there were many times when I did not understand a specific problem type or the development of the appropriate "plan" for solving the problem. Mr. Hitchcock would always be willing to sit down with me and explain the "things to consider when a difficult problem arises". This one-to-one attention has given me the confidence to approach the most prestigious of professors at the university with any question I have. Surprisingly, they harp on the same tune as Mr. Hitchcock: "things to consider when a difficult problem arises". These professors are not interested in giving one the answer to a problem. They are interested in giving one an ability to look at any problem with one thought in mind: "What things should I consider in this situation?". Looking back, I was extremely well prepared for college mathematics after leaving the course. I had something most people lacked. I had a firm confidence in my abilities.
Nathan Welch