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Academic Tutoring in Albany, NY

Varsity Tutors is a live learning platform that connects students with personalized instruction to accelerate academic achievement. We help students achieve their full academic potential by connecting them with brilliant tutors who understand how to transfer the exact practical skills and knowledge necessary to achieve superior academic performance. Tutors teach the right material, not just more material. Tutoring is highly individualized and based upon the needs of each student, and focus is given to classroom material and the reinforcement of fundamental concepts.

Academic Subjects:

These selected Albany, NY tutors know what it's like to be in school and understand exactly what is needed in order to be successful. Through one-on-one tutoring, relationships are formed that greatly enhance students' enjoyment of the sessions and the benefit that they receive from them.

To schedule a session or to inquire about our services, please call us at (518) 300-4098.

Recent Tutoring Session Reviews

We covered trigonometric functions and their graphs. We focused on manipulating the standard graphs of the trigonometric functions and apply some transformations. The student is doing a great job at following and understanding the ideas. He grasps the concepts quite fast. He was left with practice problems to do before the next session.

Today we continued looking through the student's packet of calculus problems from class, reviewing four sheets of problems. Each sheet covered the same general topic, the fundamental theorem of calculus, although the problems were diverse, some asking for the evaluation of an integral while others were lengthy word problems. Some of the integrals were straightforward, while others were more difficult and required u substitution to solve. The word problems and others sought to apply the use of differentiation and integration to other concepts, such as finding the minimum value of a function expressed as an integral or analyzing the rate of snowfall on a driveway. While the material was difficult, the student understood all the explanations once the problems were finished and helped work through each one by answering questions about the intermediate steps.

We discussed social psychology topics today, including conformity/obedience and attribution theory. We made good progress on the student's study guide and watched some informative videos on the topics too.

Student 1: The student is finishing up his Henry Ford presentation. We reviewed the slides and separated out the notecard information for him to use when he presents tomorrow. He decorated a few of the slides with clip art of Model Ts. He still needed to complete his notecards when I left.



Student 2: The student had math homework (linear equations). It took awhile for him to grasp "solving for X" and when you add and when you subtract multiples of X to solve the equation. Once he got it, the work went much more quickly. He made a note to himself to ask his resource teacher tomorrow (in study hall), to reiterate the strategy they are supposed to use when they graduate from bags and coins. He had four problems to complete when I left.



Overall, it was a very busy session as both boys had quite a bit of work to complete. I stressed that they needed to keep working after I left.

The student finished up his final review packets tonight. He covered problems where he had to graph functions, determine shifts from the parent graph, solve by factoring, completing the square, square roots, and quadratic formula. Also, he worked some problems on solving systems of equations. He did really well with all these concepts. He has shown to me that he can do any problem from Algebra I as long as he takes his time to think about the problem before trying to do it.

Today the student and I reviewed key concepts from organic chemistry including, fisher projections, enantiomers vs. diastereomers, S and R chiral centers and how you calculate them, SN1, SN2, E1, E2 reactions, what makes for strong and weak nucleophiles, leaving groups, and bases. We also discussed stabilization of weak bases through induction and resonance structures. We discussed electron pushing. We discussed polar protic and polar aprotic solvents and how they affect nucleophiles.

Today, we worked through some of the student's homework problems that dealt with binomial and Poisson distributions. We used Excel in order to calculate the more complicated formulas. We were able to work through the problems and arrive at the correct answers through referencing her notes.

The student has two tests on Friday, so today we went over all of the chapters that will be covered on his tests. We flipped through the book pages, discussing all of the vocabulary terms and giving examples of each. I had him differentiate between similar terms in his own words to help further his understanding. At the end of each chapter, he answered all of the practice questions, and we discussed his answers. He answered the questions with a very high degree of accuracy, and it turns out that much of the material on the two tests overlaps, so I anticipate that he will do very well.

The student and I reviewed Leccion 12 together today. We worked on English-to-Spanish translation of sentences incorporating what we have learned about DOP's and IOP's. We briefly discussed and highlighted future tense conjugation as he is somewhat familiar with it and spent the rest of this session talking in depth about positive command/ imperative tense for the "tu" form and the "usted" form. He is picking up grammatical patterns quickly and is initiating and co-creating most curriculum at this point. We will review concepts covered in his lecciones from the supplemental book used and then expand on each lesson with concepts that he will notice and inquire on. He is doing an excellent job!

We finished a work assignment that is not due until Thursday. This takes the pressure off of the student, and he can relax a bit and absorb information from class without the pressure of trying to shoehorn new information to the assignment. We completed work into Chapter 15, which the instructor has not covered yet that will be discussed in the coming week.

This session covered both physics and math. Mostly math because the student has an exam on Tuesday and I thought we could focus on physics tomorrow. We did almost every probability question at the end of the chapter so I am very confident he will perform up to par.

When we were working, we reviewed the student's homework problems, then I constructed similar fraction problems to solve. Every problem involved changing at least one denominator, and in some cases, two denominators. Most also involved changing the final fraction answer into a mixed number answer.