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Academic Tutoring in Dayton, OH

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 Dayton, OH 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 (937) 203-2285.

Recent Tutoring Session Reviews

We went over the student's worksheet covering rotational kinematics. She was able to calculate the problems quickly after I showed her the right formulas to use. She was also careful to write them down, so she could use and study them later.

The student wrote his paper about a saint who went against his father's wishes. This saint was not successful at war, would not marry, and stayed committed to God. He did a wonderful job writing his own thoughts in sequential order about the saint's life.

Today the student wanted me to help him work on his homework regarding triangles. With my guidance (reading the questions to him, prompting him to respond, and telling him where to write his answers) he completed the questions on his own. He remembered what the different kinds of triangles meant and how to calculate missing angles. The only thing he needed help with was equilateral triangles. I was really impressed with his performance today. He knew his work, got through more questions than he usually does (we finished all his homework), paid more attention, and even wrote the answers down on his sheet. I think he enjoys drawing triangles and likes the visual aspect of geometry. He even connected his work to games he plays on the computer. His mom also showed me his last test; he received 89%. It seems like his confidence in his math ability is improving.

We began today's session briefly covering defenses in criminal law (justifications; duress, entrapment, consent, mistakes of fact, and mistakes of law) with special attention to mistake defenses.

The remainder of the session focused on civil procedure, starting with summary judgement, continuing on to joinder/interpleading and discovery, and finishing with res judicata and issue preclusion.

We focused on simplifying expressions today, and the student was able to simplify complex expressions. I included parenthesis and multiple variables to throw him off, but he was able to work through everything. He's learning very quickly, and we'll continue to work on this topic, possibly adding a second variable to an equation at some point.

The student and I had a great session today. We are very ahead of her class' progress through the chemistry curriculum. We continued to work on stoichiometry problems, focusing primarily on determining empirical formulas given masses or percentages of elements within the compound. At first, she was uncomfortable with these types of problems. However, as we delved into the theory behind the problems, she picked it up extremely quickly and had no further issues. She and I continued to work through the end of chapter questions until the end of our session. She had an extremely positive attitude, as she was both genuinely interested in the material and had a desire to understand the theory behind the problem solving methods. (She would not settle for knowing the steps to solve a particular problem; she wanted to understand why it should be solved that way.) For a few of the initial issues she was having that I mentioned above, we practiced by working backwards from the answer to get the values provided in the questions. She and I decided that she should continue to work through the problems until she encountered problems she did not know how to solve. I am confident that she will continue to be ahead of the curve.

The student and I focused our session on mechanics of materials questions. We went through Chapter 1 and Chapter 2 systematically, seeking deeper understanding of the content.

The student and I discussed the boundary value problem of steady state conduction. We focused on the eigenvalues and eigenfunctions of Sturm-Liouville Problem equations. This session required knowledge of differential equations, derivatives, and characteristics equations. By following hints and details, she was able to solve the problems step by step.

We reviewed some stuff for the student's test on Thursday. He had homework and a study guide to go over and seemed to grasp all the topics fairly well. Mostly, we covered midsegments of triangles and similar inscribed triangles.

We went through reading and vocab sections and she did really well. We had the most trouble with the quantitative reasoning section. She understands how it works with a little help from me but we will continue to work on that section so she is able to do it independently.

This was a great session. We worked on two prompts over 4 paragraphs for the Autobiography of Frederick Douglass. There was a strong religious allegory and evidence that the King James Bible was the primary learning tool for Douglass when he was learning to read. We connected this information.

We covered Humanities topics in ACT Reading and percentages for ACT Math. The student was, as always, very prepared to learn and review the topics she had already chosen to work on. I included many strategies for the reading section and the strategies to use for that. I noted that she is getting faster at solving math problems, which is excellent progress.