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Award Winning Private Economics Tutoring in New York City, NY

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We ensure our NYC economics tutors have met demanding requirements, in addition to passing a background check.

Our one-on-one economics tutoring allows tutors to customize their teaching style directly to you as a unique student.

We offer an unparalleled satisfaction guarantee with our New York City Economics tutors.

Economics Tutoring in New York City, NY

Customized private in-home and online tutoring

Varsity Tutors offers Economics tutoring by highly credentialed tutors in New York City, NY. We'll help you learn Economics through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

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Selected Economics Tutors in New York City, NY

The Economics tutors are exceedingly qualified to help you reach your goals. They come from such prestigious universities as MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and other nationally recognized programs.

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Lauren

Undergraduate Degree:
Georgia Institute Of Technology - Nuclear And Radialogical Engineering

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Adam

Undergraduate Degree:
Northwestern University - Economics

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Alex

Undergraduate Degree:
Vanderbilt University - Economics

Graduate Degree:
Vanderbilt University - Healthcare, Operations Management

How we help you master: Economics

DETERMINING ECONOMICS OBJECTIVES

You will have learning objectives mapped out by our educational director based on your specific academic needs.

UNDERSTANDING NEEDS

Your tutor will pinpoint the areas in which you excel in Economics and the areas that require extra attention.

PERSONALLY DESIGNED LESSONS

We create a personalized learning program, guiding you toward your Economics objectives.

Recent Tutoring Session Reviews

The student and I reviewed the definitions of sigma bonds as well as pi bonds, reviewed the differences between ionic and covalent bonds and I helped her name some compounds that her teacher wanted her to name. She is pretty good at naming, and didn't need too much help with this at all. Her test tomorrow will be on naming, and as long as she remembers some of the more tricky looking anions, she should do just fine. She seemed to understand sigma and pi bonds.

The student and I covered a range of topics today.  First, we worked through her PreCalc review for her test on Thursday over graphing polynomials.  She's doing really well with it - the biggest thing we had to review was identifying the leading coefficient.  We then went through what she's learning in Physics.  Most of that was conceptual, though we worked through a couple problems. We finished up the last ten minutes with what she's currently learning in PreCalc, which is imaginary numbers.  Specifically, we worked on finding solutions which involved imaginary numbers, finding the conjugate, and the i squared, cubed, and to the fourth repeating pattern.

Today the student and I ran through several reading samples and practice questions to gauge her strengths and areas for improvement. We began to write outlines for exam essay prompts to begin to establish a comprehensive process that she can follow to organize her thoughts effectively for the essay she will write for the exam. After getting used to creating a strong shell of an essay (the outline) we will build upon it to write a complete piece. For the first few lessons, recognizing and articulating the shell of an essay and practicing reading samples will be the goals.

Worked through lots of word problems about graphical solutions and other implicit ways of solving equations. Emphasized the notation and proper interpretation of functions.

We reviewed concepts in thermochemistry including enthalpy, entropy, and Gibbs free energy. We applied these concepts to examples and questions in the textbook. We also discussed an experiment that was completed in class and how to write a lab report for the data. In algebra 2 we reviewed concepts of simplifying exponents and radicals.

Went over the review homework that the student had that night to prepare for her pre-calculus test tomorrow. This test will cover polar and rectangular coordinates, arithmetic sequences, geometric sequences, and a little bit of infinite series. Since we had also met yesterday to go over some material, during this session she and I just walked through some specific things that she was having trouble with and some questions on her homework that she did not understand. I recommended that she spend a lot of time memorizing the formulas for sequences tonight, since that will be the biggest section of the test.

The student and I met for a session of tutoring. With him just finishing a math test we mostly focused on science for this session. He had to read a passage and take notes from it. This was a good assessment of his reading comprehension abilities. He did reasonably well on the assignment, and I tried to get him to read between the lines and he seemed to pick up on it. We may not have any sessions next week, due to spring break.

Today the student and I covered reading test strategies. I went over passage mapping, the importance of skimming, and active reading. I also went over the four types of reading passages, the five types of questions, and how to tackle prose fiction vs. sciences. I had him do an example of a humanities passage and an example of a prose fiction passage. Afterwards we went over science and how to read plots. He did well on the example passage and is proficient with graphs. I left him with a full length practice test and extra reading practice.

We did a review open ended responses, essays, in-class reading comp and open-ended questions. I assigned some homework, including completing open-ended questions, reading comp, essay, review notes . She wrote excellent essay for homework! She has worked very hard to improve and with one week to go, we are both very confident that she is ready and will do well!

They did very well on the math today. We covered several new and challenging concepts, like using double-Pythagorean theory to get diagonal length in a 3D object. They are quick learners, and are still getting used to the formatting of the math section as well as catching up on bits of review. However, they are both getting better at noticing patterns, and using strategies/the answers to narrow down options and avoid work.

I met the student for the first time. She has a final on Thursday. She has a good knowledge of which mathematical formulas to apply to the problem, and we will discuss what the formulas meant. I helped her understand ideas such as confidence interval and margin of error and made sure she could apply the formulas to problems I gave her. Then we moved on to problems involving probability, which we worked on until our time was up. I instructed her to complete the rest of the practice final before we met again. She strikes me as a seasoned and level-headed test taker, so I think she can do well on the test. I will make sure to cover all the material by the end of our next session.

Today we worked on the Accuplacer Sample questions to assess the students sentence skills, reading comprehension skills, and arithmetic skills. He worked on organizing a 5 paragraph persuasive essay on whether or not students should have to participate in organized sports as part of a curriculum. We did two digit multiplication and long division with and without remainders. He will need more review in this area. He spoke to me about his difficulties reading and writing for an extended period of time, and how basic his skills were in Math. We agreed that in our time, he will have 6 mini lessons per week (3 Math and 3 Reading). We will review grammar rules, read a novel with accompanying reading comprehension questions, practice writing a 5 paragraph essay and build on his basic math skills. We also spoke about test taking strategies in which he practiced for reading comprehension.

How can a Varsity Tutors instructor help you make sense of Economics through tutoring?

Learning the basics of economics will serve you well for the rest of your life, so why not let private economics tutoring with Varsity Tutors in New York City make it a little easier? Our brilliant economics tutors are personally matched to you based on your specific academic needs with economics, whether those include microeconomics, macroeconomics, econometrics, or any other concepts. You will work one-on-one to accomplish your goals with a study plan tailored specifically to you.

With regular economics tutoring sessions with a Varsity Tutors economics tutor, all of those graphs and formulas can make far more sense - and you’ll see the real world relevance of what you’re learning. We can help you even if you’ve waited until the last minute, but your coursework will be much less stressful if you start sooner rather than later. Cramming a semester’s worth of information into your head in just a few days certainly won’t be much fun. Instead, call us today, and with a few hours of economics tutoring per week, you can be feeling ready to go by test day.

We provide economics tutoring in New York City, NY for all college-level courses, as well as AP Macroeconomics tutoring and AP Microeconomics tutoring. 

Call us today to find out more about our

Economics tutors in New York City, NY

(917) 215-4373