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Award Winning Private Executive Functioning Tutoring in New York City, NY

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Our NYC Executive Functioning tutors go through an intensive application process, including a background check, to prove they are highly qualified.

Tutors deliver personally tailored lessons from exceptional Executive Functioning tutors in a one-on-one setting.

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

Executive Functioning Tutoring in New York City, NY

Customized private in-home and online tutoring

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

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Selected Executive Functioning Tutors in New York City, NY

We have exceptional tutors with the highest of qualifications ready to help you master Executive Functioning. The tutors come from top institutions such 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 a number of other renowned colleges and universities.

How we help you master: Executive Functioning

SETTING EXECUTIVE FUNCTIONING LEARNING TARGETS

Your personal learning style and needs will be assessed by our educational director to ensure your key goals are met in Executive Functioning.

IDENTIFYING INSTRUCTIONAL PRIORITIES

Your tutor will quickly assess your proficiency with the material, and identify areas for improvement.

PERSONALIZED EDUCATION PLAN

We will design a custom-made program to get you on track to meet and exceed your goals.

Recent Tutoring Session Reviews

The student did much better this time, and it's clear that he's really trying to get a grasp on the language. It is somewhat difficult since he has forgotten a lot of the vocabulary that he learned in Latin I, so I suggested that he make flashcards and review on his own. He also needs to review endings for different noun declensions and verb conjugations.

Today we reviewed the strategies the student has learned: ways to find answers quickly and easily (for short answer questions) and ways to set up his essay (aka "prewriting"). He's getting good at the short answer but his essay prep needs a little work. So we spent most of the time on prewriting. This is important because he struggles a bit with punctuation, capitalization, and so forth. Hence, if he can learn to effectively organize his thoughts via prewriting, he can focus primarily on the technical aspects of his writing while referring to his outline. Tomorrow, he'll take a practice test which I will grade and discuss with him on Sunday. On Monday, he'll take the test.

The student revised a sample paragraph by combining choppy sentences and adding more details to the paragraph.  He recognized the need for creating focused, flowing sentences in writing rather than short, choppy ones.

We worked on grammar and the writing section. Once the student is confident in her answers she seems to do fine on the writing section.

The student and I covered his quiz from the last French class and got him ready for his test tomorrow. We worked on vocabulary as well as his listening skills.

Went over vertex form of polynomial equation. a(x-h)^2+k form. Graphing 3 similar polynomials on same coordinate system to visually see differences amplitude, h value, and k value provide.

Since the student didn't have time the past week to do sections on her own, we did them together today. We started with a writing section, which she still does very well with. We then moved on to math. She has trouble remembering what we go over, so we started a "cheat sheet" for her to review daily in order for the rules of math to stick with her. We then went over a vocab section. For homework, I left her with a timed math section and a timed essay, along with reviewing vocab.

Today we continued to study for his precalc test that is tomorrow. We went over ellipses and hyperbolas. We examined the differences between the two standard equations.

Today, the student and I completed an assignment covering Dalton's law and reviewed for her quiz covering the gas laws. We reviewed the material by reworking some of the problems that she didn't understand how to do. We also discussed some of the concepts in regards to gas laws. The student struggled most with knowing which equation to use and also didn't fully understand the ideal gas law. I instructed her for each problem to write down the known variables, determine which variable she needs to solve for, and to use the latter information to determine which equation she needs to use. Using this method, she was able to which equation to use. I suggested that she reviewed a bit more before her quiz.

Today, we covered some of the past homework assignments that covered bacterial genetics and non-Mendelian inheritance. I did not leave any extra material or practice for the student. I believe that he understands the material, but the professor is looking for just a bit more of a grasp of the concepts that he is assigning homework on.

Combination of 2 sessions: (4/23 and 4/28). We worked almost exclusively on geometry during the first session and I felt that the student made a good amount of progress that day. Additionally, she got a lot of good practice and asked several poignant questions during the 4/28 session, during which we focused on only chemistry. She has a test on electrochemistry this Friday and I feel that she is on track to be pretty well prepared.

Today we started reviewing for her final. We worked on changing moles to grams and back again, which she is very good at. She had a little bit more of a challenge changing grams to molecules and back again. We also did some stoichiometry problems, which she is doing well with. We ended talking about heating curves. We will finish up reviewing for her final next Monday.

How can Executive Functioning tutoring from Varsity Tutors help you succeed in Executive Functioning?

What is Executive Functioning?

Executive functioning is a term used in educational psychology to describe the cognitive processes that drive organization, planning and rule acquisition. Executive Functioning is the ability to regulate ones sensory experiences across a vast array of different disciplines and environments.  It promotes the learners ability to organize, engage, and integrate all areas of learning in and outside of the classroom environment. When students struggle with executive functioning, they are often disorganized, have difficulty planning ahead, don’t follow through on expected tasks, and/or give up on tasks easily.

By offering tutoring for Executive Functioning, Varsity Tutors helps the learner to increase processing speed, emotional well-being, self-regulation of attention, and organization of current and new tasks.

This sounds like my child. Should I be concerned?

Difficulty with executive functioning is common among school-age children. Organizational skills and study habits are not consistently taught in school settings, so children often rely on their own instincts for how to handle organizational tasks, homework, test preparation and other significant aspects related to academic success. Every child handles these aspects differently; if your child is struggling in any of the following areas, Varsity Tutors can help:

  • Using an assignment notebook
  • Taking complete, useful notes in class
  • Completing assignments fully and on-time
  • Completing long-term projects fully and on-time
  • Preparing for quizzes and tests by studying (separately from doing homework)
  • Scheduling time each day for homework and studying outside of school
  • Sticking to pre-made schedules for school and non-school related tasks
  • Breaking down tasks into manageable pieces

How does Varsity Tutors help students overcome these issues?

Our experienced directors in New York City, NY begin by assessing the specific areas in which your child is struggling by asking specific questions that pinpoint difficulties. Once we have established the areas to work on, ourNew York City directors will select a tutor who can provide individualized, one-on-one instruction that will support your child’s development in these areas.

How can I monitor progress in Executive Functioning?

There are three easy ways that parents can monitor their child’s progress:

  • Be a part of the solution: Monitor your child’s assignment notebook, backpack and grades every day. Parents who are involved and ask questions help their children to stay on track.
  • Be a motivator: Keep an eye on your child when they study or work on school-related tasks. Praise any improvement you see your child making verbally. This will keep your child motivated while keeping you informed of their progress.
  • Ask questions: Speak with your child’s tutor, teachers, coaches, and any other adults that your child works with on a regular basis. Ask them if they see improvements in the specific areas that your child is working to improve. Their input is very valuable to measuring your child’s success.

Call Varsity Tutors today to learn more about our Executive Functioning tutoring in New York City, NY.

Call us today to find out more about our

Executive Functioning tutors in New York City, NY

(917) 215-4373