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Varsity Tutors can help if you are in search of a Memphis GMAT prep course. Test preparation is an important process that can be incredibly beneficial to your score. The Graduate Management Admission Test is available to any student whose goal is earning an MBA or Master of Finance degree. It can also be a useful aid for anyone returning to school in order to pursue new job opportunities. A high score on this exam is likely to be a factor assessed by business recruiters and college admissions offices like the Fogelman College of Business and Economics at the University of Memphis.
How can Memphis GMAT preparation help me?
If you are looking for assistance before taking the exam, Varsity Tutors provides you with two choices for Memphis GMAT prep. One is joining an online course and the other is being matched with a Memphis GMAT tutor. Both services provide the test taker with valuable resources. The GMAT is a computer adaptive test of applied skill, not knowledge, and it is made up of four sections. It can be taken 5 times a year but attempts must be a minimum of 16 days apart. The GMAT is a way to assess your analytical, verbal, reading, writing, and quantitative abilities. Schools use it as an indicator of your abilities for complex problem-solving and other skills. Being able to perform well on the exam can go a long way in showing admissions boards your possible real-world business and management skills.
Enrolling in a GMAT course gives you access to online courses that are held in two or four-week sessions. With the convenience of modern technology, you can attend class anywhere you have access to the internet, such as your local coffee shop or your neighborhood book store. In a Memphis GMAT prep course, you will attend classes with a teacher and a virtual classroom of other students, all working towards the same goal. Each instructor is selected for their qualifications and their ability to communicate well. By recreating the live classroom experience, Memphis GMAT prep courses give students a format they can follow. Your instructor will try to make the language, difficulties, and content of the test clear. This could involve an overview of the scoring process as well as practice tests. You will also have chances for group interaction with the other students. This discussion-based learning can be great for feedback, clarification, and support between you and your classmates.
What information does the GMAT cover?
In a Memphis GMAT prep course, you can expect to learn the details of what the exam evaluates and its format. On test day, each test taker is given about 3 hours and 30 minutes to complete four sections. There are three options given for the order the sections can be completed in. The four sections of the GMAT are Verbal Reasoning, Quantitative Reasoning, Integrated Reasoning, and an Analytical Writing Assessment. The following is a breakdown of what each section's specifics are.
The Integrated Reasoning portion assesses whether you can solve complex problems accurately. Can you organize and compare multiple segments of data to create a cohesive integrated answer? Your focus here should be in demonstrating how you understand and analyze the given data to come to an acceptable solution. Here, there are four different types of questions you will be asked: two-part analysis, table analysis, multi-source reasoning, and graphics interpretation. Be prepared to see questions that will require more than one answer. You will have 30 minutes to finish the 12 questions in this section.
In Quantitative Reasoning, you will be tested on your ability to interpret graphic data, use mathematical reason, and apply quantitative problem-solving. In this section, you will need to apply logic and math skills like algebra to the analysis and interpretation of the information given. The two types of questions you will see here are problem-solving and data sufficiency. The time given for this section is 62 minutes and you will have 31 multiple choice questions to answer.
The Verbal Reasoning part of the exam will evaluate how you understand and interpret written English. You will be given a piece of writing to analyze and you will be tested in sentence correction, reading comprehension, and critical reasoning. You will be expected to assess the passage assigned and evaluate the formulated arguments. This section requires you to answer 36 multiple choice questions in 1 hour and 5 minutes.
The fourth section of the GMAT is an Analytical Writing Assessment. The goal here is to demonstrate your skill in English communication and your ability to apply critical thinking to a specific argument. You will be asked to examine and explain the reasoning behind the claims made. Here, being able to formulate clear responses and highlight informed ideas that reflect an understanding of the argument is key. You are given 30 minutes to complete this portion.
How can I start taking a Memphis GMAT prep course or find private GMAT instruction?
When you contact the educational consultants at Varsity Tutors, you open yourself up to multiple valuable resources. It is never too early to begin preparations for the Graduate Management Admission Test. Pursuing alternative avenues for test prep can help you to achieve your highest potential and aid in your comfort level come test day. This can include finding a private tutor and engaging in one on one collaborative sessions. An enthusiastic, qualified tutor can help you figure out how best to reach for your goals. Even if you have taken the GMAT previously, private lessons can guide you through helpful test-taking strategies that could help to improve your score.
Reach out to Varsity Tutors to find a private mentor or to join a Memphis GMAT prep class that can help you become familiar with the test material in a guided class setting. Participation in additional GMAT prep prior to test time can aid you in identifying the areas you need improvement in and the areas you are competent in. Qualified instructors are a great help when you are seeking a path forward in the test-taking process. Get in touch and find a class that fits your schedule today.
Zach: Memphis GMAT test prep instructor
I have years of experience tutoring math and various sciences from middle school through college. I primarily tutor high school math and sciences and ACT/SAT, but I also have extensive experience in economics and higher mathematics.
Education & Certification
- The University of Alabama - Bachelor of Science, Economics
Subject Expertise
- GMAT
- GRE Subject Tests
- GRE
- PSAT Writing Skills
- +95 subjects
Riki: Memphis GMAT test prep instructor
...I, geometry, algebra II, and pre-calculus. I also work closely with English grammar, honors English, AP English, AP language, creative writing, college essays, college prep, ACT Prep, (all 5 subgroups), PSAT Prep, SAT Prep, ISEE, LSAT Prep, GRE Prep, GMAT Prep, and LSAT Prep. I taught as a professor for 10 years, and I spent 11 summers in mainland China doing research and working to develop more rigorous curricula and programs for schools. I did...
Education & Certification
- University of Memphis - Master of Science, Finance
Subject Expertise
- GMAT
- LSAT
- GRE
- Reading Intervention
- +99 subjects
Nicholas: Memphis GMAT test prep instructor
Have been tutoring on and off in a variety of subject areas since the 7th grade. My areas of specialty are in the science and in money-related topics such as securities, insurance, economics, finance, and accounting.
Education & Certification
- SIUCarbondale - Bachelor of Science, Management Science
- Walden University - Doctor of Philosophy, Finance
Subject Expertise
- GMAT
- AP Calculus AB
- CLEP Financial Accounting
- CFP
- +43 subjects
Carol: Memphis GMAT test prep instructor
...treatments, and helping those that are ill. I received my degree in psychology from Christian Brothers University out of shear interest. I then received my Masters in Nursing from University of Phoenix with a high GPA and was a member of Sigma Theta Tau for years. I love to teach, especially anyone medical, biology, pathophysiology, and any courses pertaining to any healthcare degree one is seeking. We are all capable of becoming whatever we wish...
Education & Certification
- Christian Brothers University - Bachelor in Arts, Psychology
- University of Phoenix - Master of Science, Nursing (RN)
Subject Expertise
- GMAT
- GRE
- Test Prep
- ACT
- +12 subjects
Education & Certification
- University of Ghana Legon - Bachelor in Arts, Statistics
- University of Louisiana-Monroe - Non Degree Bachelors, Education
Subject Expertise
- GMAT
- GRE
- LSAT
- UK A Level Mathematics
- +40 subjects
Jeremy: Memphis GMAT test prep instructor
...college chemistry professor with a Ph.D. from Yale who has taught Organic Chemistry and General Chemistry I many times. I have also taught Introductory Chemistry to students who had never had chemistry before and also a General, Organic, and Biochemistry course for health professions. I look at chemistry as a set of skills to be learned, similar to learning a sport or a musical instrument. I can show you what to do, but to really...
Education & Certification
- Ripon College - Bachelor of Science, Chemistry
- Yale University - Doctor of Philosophy, Chemistry
Subject Expertise
- GMAT
- PCAT
- LSAT
- DAT
- +26 subjects
Morgan: Memphis GMAT test prep instructor
...a proven strategy that works for numerous tests. I have prepared students of all levels. These include: LSAT, Praxis I & II, GRE, ACT, SAT, GED, HiSet, GACE, TABE, ISEE, and others. Variety is the spice of life, and I am here to provide everyone the support they need to understand the material on their test, and have the confidence to do well. I am ready to provide whatever is needed to achieve any goals...
Education & Certification
- University of Mississippi - Bachelor of Science, Psychology
Subject Expertise
- GMAT
- PCAT
- LSAT
- GRE
- +297 subjects
Michael: Memphis GMAT test prep instructor
My name is Michael Devore. I am a licensed attorney with a large commercial insurance broker. I hold a Juris Doctor and Bachelor of Science in Criminal Justice with a minor in Sociology. Prior to attending law school, I worked in law enforcement for nearly ten years, during which time I held a wide range of positions including gang task force member, SWAT operations, and police academy instructor.
Education & Certification
- East Tennessee State University - Bachelor of Science, Criminal Justice
- University of Dayton - Juris Doctor, Prelaw Studies
Subject Expertise
- GMAT
- LSAT
- Sociology
- Reading
- +45 subjects
William: Memphis GMAT test prep instructor
...university administrator and professor who loves to work one-to-one with students of all ages. Over the past thirty years, I have assisted thousands of adult students prepare for the SAT/ACT/GED assessments, improve cognition and time management skills, better relate to instructional materials at all levels, become more proficient academic and business writers, as well as better perform in math, English and science subjects. In my spare time, I enjoy spending time with my five grandchildren...
Education & Certification
- Samford University - Bachelor in Business Administration, Business Administration and Management
- University of Memphis - Doctor of Education, Adult and Continuing Education
Subject Expertise
- GMAT
- GRE
- MCAT
- DAT
- +145 subjects
John: Memphis GMAT test prep instructor
I graduated from the American Academy of Dramatic Arts in NYC in 2008, the oldest English speaking acting conservatory in the world. I graduated Summa from University of St Thomas with a BA in English, and just wrapped up a MS in Data Science from Northwestern. I'm a huge Red Sox fan and love watching detective shows when I have free time.... Positivity. Always. I believe that if a student is given positive tools and is allowed to understand the material rather than be lectured at, they're more likely to do well in the future.
Education & Certification
- American Academy of Dramatic Arts - Associates, Acting
- University of St. Thomas - Bachelor of Fine Arts, English/Drama
Subject Expertise
- GMAT
- GRE
- IB Film HL
- Science
- +110 subjects
Daniel: Memphis GMAT test prep instructor
...I enjoy both the puzzle aspects of STEM subjects and the ability the literary arts have to make me believe I am watching events unfold in another time and place. When I'm not learning, I enjoy working with my hands. I've built a variety of furniture, I care for a 2500 square foot garden, and I raise chickens. I have both a pilot's license and a motorcycle license, though I don't ride either at the...
Education & Certification
- Utah Valley University - Bachelors, Aviation Administration
- Arizona State University - Masters, Business Administration - Supply Chain Management
Subject Expertise
- GMAT
- Statistics
- College English
- English Grammar and Syntax
- +49 subjects
Stacie: Memphis GMAT test prep instructor
...goals. I previously taught high school for several years and also have tutoring experience in a wide variety of subject areas. At this time, I focus almost exclusively on assisting students seeking top scores on graduate admissions exams, including the GRE, GMAT and LSAT. In my free time I enjoy watching all kinds of sports, reading, playing board games, going to concerts, and spending time with my friends, family, and 4-pound Chihuahua Pinkie.... My teaching philosophy is essentially that all students have the capacity and desire to learn. Some individuals may just need individualized instruction in particular subject areas or with study skills and time management. I think that building confidence is one of the most key components to academic success, and I strive to do so with every student.
Education & Certification
- The University of Texas at Arlington - Bachelors, English
- Texas AM University - Commerce - Current Grad Student, Secondary Education
Subject Expertise
- GMAT
- PCAT
- LSAT
- MCAT
- +134 subjects
Alex: Memphis GMAT test prep instructor
...help us pass exams but to additionally give us enjoyment and perspective for life's ups and downs. I began teaching in earnest over a decade ago when I taught ESL in South Korea. During that time and since, I've been fortunate to tutor students of all ages and in a variety of subjects. I received a BA in International Relations and Economics from the University of Wisconsin-Madison, and more recently completed my MBA program at...
Education & Certification
- University of Wisconsin-Madison - Bachelor in Arts, Economics
- University of Wisconsin-Madison - Bachelor in Arts, International Relations
- University of Southern California - Masters in Business Administration, Finance
- University of Southern California - Masters in Business Administration, Real Estate
Subject Expertise
- GMAT
- DAT
- GRE
- LSAT
- +88 subjects
Jean: Memphis GMAT test prep instructor
...appropriately. With both a tech and an artistic background, Im particularly interested in using technology to teach concepts in visual, interactive, and fun ways. Lately, when Im not working remotely as a CRM consultant or shooting photography, Ive been working on Prezi presentations and reviewing various test prep books to gather meaningful and common practice problems to teach. I would credit my teaching philosophy to my mom - a college psychology professor prior to immigrating...
Education & Certification
- University of California-Los Angeles - Bachelors, B.S. Mathematics/Economics
Subject Expertise
- GMAT
- SAT Math
- Macroeconomics
- Economics
- +30 subjects
Vishnu: Memphis GMAT test prep instructor
...previously studied pre-medicine, my educational interests have been quite varied and extensive. That said, I am most passionate about business, finance, math, and English courses. As an avid reader and amateur writer, English has long been a favorite subject and I enjoy discussing alternative viewpoints and thoughts on contemporary and classic literature. Outside of the classroom and the board room, my favorite hobbies involve sports, movies, and my friends and family. Football, basketball, tennis and...
Education & Certification
- West Virginia University - Unknown, Finance
- Claremont McKenna - Master of Arts, Finance
Subject Expertise
- GMAT
- High School Accounting
- Intermediate Algebra
- Middle School Math
- +67 subjects
Vince: Memphis GMAT test prep instructor
...Advisory Committee for President George H.W. Bush, and the Environmental Technology Export Council for President Clinton. My goal is to inspire students and help them prepare for opportunities in the rapidly growing STEM fields. I am certified to teach Mathematics and Physics in Grades 6-12. I enjoy tutoring students in physics, all types of math, and standardized test preparation. In my spare time, I enjoy reading, writing and consulting in national policy matters.... Socio-cultural Philosophy of Education "Ensuring that Every Child Learns Mathematics" As Ayn Rand observed in her Introduction to the Objectivist Epistemology, “Man’s mathematical and conceptual abilities develop simultaneously.” (Rand, 1970) Mathematics is the product of abstraction and logical reasoning; two skills essential for Information Age (knowledge) workers in the 21st Century. It is used and understood throughout the world in such important fields as the natural and social sciences, engineering, and medicine. As the Industrial Age continues to mature and decline, facility with mathematics and conceptualization has become a key element in the workforce’s ability to adapt and thrive as knowledge workers. When I first read about Dr. Robert P. Moses and The Algebra Project (Moses, 2001), I was struck by his proposals for providing students with “evidence” for the mathematics being taught. The five-step circular process he described was virtually identical to the process I was mentored through as an apprentice engineer, and it resonated with my earliest social training. Epistemic Position My first introduction to social philosophy came during the late 1950’s at the feet of my father, a Sociologist with the NYC Welfare Department, and my great uncle, a Roman Catholic Monsignor and head of the New York Catholic School System. John Dewey’s Democracy and Education (Dewey, 1916) was a staple of discussion, and impactful enough to inspire an impressionable young man to publish an article in the Chicago Tribune in 1969 on the topic. Revisiting Dewey today Renee Hobbs observes, “Dewey asserted that learning cannot be standardized because it always takes place against the backdrop of the learner’s particular knowledge and life experiences. For this reason, he suggested that teachers tie new material to their students’ individual perspectives and give them the freedom to subject it to testing and debate.” (Hobbs, 2011) And, Tom Leddy reminds us that, “To Dewey each individual was an organism situated in a biological and social environment in which problems were constantly emerging, forcing the individual to reflect, act, and learn. Dewey, following William James, held that knowledge arises from reflection upon our actions and that the worth of a putative item of knowledge is directly correlated with the problem-solving success of the actions performed under its guidance. (Leddy, 2008) The dual emphasis on problem-solving and the relevance of the social environment on the individual’s motivation to reflect, act and learn is as relevant to the challenges faced at inner city schools today as it was 100 years ago. Vision and Rationale for an Optimal Student Learning Environment I am impressed by the TARGETS approach to task, autonomy, recognition, evaluation, time and social support evocated by ¬Anderman and Anderman, 2009, and summarized by Ormrod (2012) as follows: • Classroom Tasks affect motivation. • The amount of Autonomy students have affects motivation, especially intrinsic motivation • The amount and nature of Recognition students receive affects their motivation. • The Grouping procedures in the classroom affect motivation. • The forms of Evaluation in the classroom affect motivation. • How teachers schedule Time affects motivation. • The amount of Social Support students believe they have in the classroom affects motivation. Description of and Rationale for Proposed Teaching Strategies The afore-mentioned TARGETS Program contains both the description and the rationale for the specific teaching strategies that will be implemented in my classroom. • Present new topics through interesting, engaging, and perhaps emotionally charted tasks that are relevant to student’s lives and goals. Promote understanding rather than rote learning, and provide students with the scaffolding required for success. • Give students choices about what they learn, when possible, and teach self-regulation strategies. Have students take leadership roles in the classroom with responsibility for regulating practices and policies. • Acknowledge personal and social achievements in addition to academic ones, and reward incremental improvement. Tie students’ efforts to their successes, and use concrete reinforcers only when intrinsic motivation fails. • Provide group interaction (cooperative learning, peer tutoring), and create small-group activities where everyone can taste success. Teach the requisite social skills. • Create specific, clearly understood evaluation criteria. Discourage competition, and provide specific feedback on what students do well, and practical suggestions on improvement. • Give students sufficient time for mastery over important concepts and skills. Build variety and change-of-pace into the program, and let student interests dictate certain activities. • Create a general atmosphere of mutual caring, respect and support for all class members. Convey affection and respect for every student and project a sincere eagerness to help every student succeed. Create situations where students feel comfortable participating actively in classroom activities. Mathematics should be taught in this way for two very important reasons: 1. Workforce entrants today are not adequately prepared to contribute in companies in the most dynamic fields. High tech companies increasingly recruit knowledge workers trained in the STEM disciplines, while low-tech jobs get outsourced to emerging economies like India and China, where middle class lifestyle expectations are much lower than they are in the United States. As I frequently advise young men and women, in the economy of the future, George Jetson will not earn a middle class living as a digital operator (pushing a button) in a high-tech factory. To reverse a decade’s long decline in the U.S. Middle Class and average worker salaries, and return to full employment, we must give every student the tools they need in our high-tech economy. 2. Workers graduated with degrees in STEM disciplines need to be prepared for work in team-oriented, problem solving companies that value the sharing of expertise. This means being prepared to work effectively in multi-disciplinary, multicultural settings; being capable of reducing complex problems to abstractions that can be systematically and intuitively understood, modeled and solved; and being prepared to exercise leadership when necessary. I would address the first issue by following Dr. Shirley M. McBay’s recommendations in “Improving Education for Minorities.” We can stop segregating students by ability, and ensure that our classrooms promote rather than discourage the education of minorities and at-risk students. Here, too, the contributions of educators like Dr. Robert P. Moses in the Algebra Project address not only previously disenfranchised students but, as we observed, they fill important gaps in the education of even our most privileged scientists and engineers. Teaching techniques like cooperative learning and peer tutoring, directly address the development of the kind of team-oriented problem solving skills prized by high-tech industry, while also serving to lift the achievement level of every participant. My goal is to use my years of experience with mathematics applied across a broad range of industries and functional roles, and my experience dealing in a multicultural, multinational setting with people running the gamut from construction workers, to research engineers, to sophisticated Boards of Directors; and apply it to presenting Dr. Moses’ “evidence” to students of the Atlanta Public School System in the kind of visceral and authentic way that will prepare them for success in what lies ahead. In so doing, my hope is to develop a culture of problem solving in my classroom where students see each knew problem as a challenge to be relished, and one for which they have the tools and support to successfully solve. In that “Authentic activities can increase the probability that students will transfer knowledge, skills and problem-solving strategies to real-world contexts;” (Ormond, 2012) my goal will be to use my background to develop the kind of authentic activities that can ultimately meet Dewey’s criteria “that the worth of a putative item of knowledge is directly correlated with the problem-solving success of the actions performed under its guidance.” (Leddy, 2008) Theory of learning most consistent with my Learning Philosophy Contemporary Cognitivism (Ormrod, 2012) is the learning theory most consistent with my personal philosophy; and most particularly the Contextual Theories often referred to as Sociocultural Theory with its roots in Vygotsky’s theory of cognitive development. In particular, I plan to implement some of the problem-based learning (PBL) strategies (Ormond, 2012) for collaborative inquiry that is in such high demand in the private sector in this Information Age. In this, I can bring to bear my extensive experience in the STEM fields and such relevant markets as Energy, Environment and Community Development. References 1. Anderman, L.H. and Anderman, E. M., (2009) Oriented towards mastery: Promoting positive motivational tools for students, in R. Gilman, E.S. Huebner, & M.J. Furlong (Eds.) Handbook od positive psychology in schools, (pp. 161-173) New York, Routledge. 2. Dewey, J., 1916, Democracy and Education: An Introduction to the Philosophy of Education, New York: Macmillan. 3. Hobbs, Renee. Digital and Media Literacy: Connecting Culture and Classroom. Thousand Oaks, CA: Corwin, 2011. 4. Leddy, Tom, “Dewey’s Aesthetics”, The Stanford Encyclopedia of Philosophy (Fall 2008 Edition), Edward N. Zalta (ed.), URL = <http://plato.stanford.edu/archives/fall2008/entries/dewey-aesthetics/>. 5. Shirley M. McBay, Improving Education for Minorities. Office of the Dean for Student Affairs, MIT, Cambridge, Mass.: 1986. 6. Moses Robert P. and Cobb, Charles, Radical Equations: Civil Rights from Mississippi to the Algebra Project, Beacon Press, 2001. 7. Ormrod, Jeanne Ellis, Human Learning. 6th Edition. Pearson 2012. 8. Rand, A. 1966–67. Introduction to Objectivist Epistemology. 2nd edition. Meridian 1970.
Education & Certification
- Southern Methodist University - Bachelors, Civil Engineering
- Georgia State University - Masters, MAT-Mathematics
Subject Expertise
- GMAT
- GRE
- LSAT
- Middle School Math
- +33 subjects
Erin: Memphis GMAT test prep instructor
...university students for about 12 years. Similarly, have 12 years of experience with the SAT, ACT, and ISEE/SSAT, and about 4 years of experience teaching GRE and GMAT. As far as hobbies go, I enjoy reading science fiction, classic literature, and comic books. Rock-climbing is a big thing for me, as is Brazilian Jiu-Jitsu. I'm also into dancing, including salsa, bachata, zouk, swing, and Argentine tango. Also I love science! I study it every day...
Education & Certification
- Stanford - Bachelors, Biology, General
Subject Expertise
- GMAT
- GRE
- ACT
- TOEFL
- +77 subjects
Phillip: Memphis GMAT test prep instructor
...with a Bachelor’s degree in Sociology and received my MBA from Rollins College, graduating first in my class. In my personal and professional life I’ve been involved in helping to educate others in areas ranging from traditional academic subjects, to standardized test prep, to software utilization. The GMAT is a particular area of passion for me as someone who did reasonably well on the exam years ago when getting ready to apply to an MBA...
Education & Certification
- George Washington University - Bachelors, Sociology
- Rollins College Crummer Graduate School of Business - Masters, Marketing
Subject Expertise
- GMAT
- GMAT Quantitative
- Marketing
- GMAT Analytical Writing Assessment
- +6 subjects
Prahith: Memphis GMAT test prep instructor
I am a classroom teacher who has spent the last ten years tutoring/educating students with a variety of learning needs. I specialize in figuring out what specific learning strategies work for different students. I can help you go from good to great as I have consistently scored in the 99th percentile for several graduate school tests. ... It is more important that students learn how to solve problems rather than just memorizing facts or formulas. All students are smart in their own way and, teaching should be catered to how students best understand. Ultimately students should understand why what they are learning is important.
Education & Certification
- University of Minnesota-Twin Cities - Bachelors, Economics
Subject Expertise
- GMAT
- GRE
- GRE Subject Tests
- DAT
- +103 subjects
Mackenzie: Memphis GMAT test prep instructor
...at Northwestern University in Evanston, IL. I'm currently getting my degree in biology with a concentration in health and human disease, global health, and a minor in French. I love reading, traveling, learning and helping others learn! I have experience tutoring high school and elementary school students in math, science, and English and I love tutoring in each subject equally. Eventually, I see myself going to medical school and researching topics related to viral diseases...
Education & Certification
- Northwestern University - Bachelor in Arts, Economics
Subject Expertise
- GMAT
- GRE
- OAT
- Elementary School Writing
- +113 subjects