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Award Winning Private German Tutoring in New York City, NY
Our NYC German tutors go through an intensive application process, including a background check, to prove they are highly qualified.
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German Tutoring in New York City, NY
Customized private in-home and online tutoring
Experience German tutoring by highly credentialed tutors in New York City, NY. Top tutors will help you learn German through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.
Selected German Tutors in New York City, NY
Talented German tutors are nearby and highly prepared to assist you in your educational journey. They hail from the highest caliber of schools including 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.
New York University - History
New York University - Childhood & Special Education
Bowling Green State University - German
Hofstra University - Forensic Linguistics
Butler University - French And German
Pace And Fordham Universities - Education Admin And Super
How your tutor helps you master: German
TARGETING GERMAN AREAS FOR IMPROVEMENT
Your personal learning style and needs will be assessed by our educational director to ensure your key German goals are met.
IDENTIFYING STRENGTHS & WEAKNESSES
Your tutor will quickly assess your proficiency with the material, and identify areas for improvement.
1:1 German tutoring is specifically designed to help you meet and surpass your goals.
Recent Tutoring Session Reviews
Continued with verbal section, focusing on the logic games subsection. The student's reasoning skills are excellent; we worked on using basic diagramming to keep a record of true/false conditional statements. Ended with a brief review of reading comprehension.
Pinyin introduction, number presentation focusing on days of the week, months, etc. Very organic, student-centered lesson that led us into character writing, vocabulary building and question formation work.
The student and I began to talk about concavity of functions and how to use the second derivative test to find out when a function is concave up or concave down. In addition to this we reviewed the first and second derivative tests to decide if a function is increasing or decreasing and if there is a max or min of the function. We only have two more sessions left this summer. We should be able to complete the first four chapters of the calculus book. He should be well prepared for calculus this fall.
In this session, we went over the student's math and reading homework. As always, she's extremely sharp. Next week, we're going to try some exercises to keep her on task.
The student and I met again to cover food concepts, preferences and the like. We ran drills for a long while, in large part because endless repetition helps him get better word sense. We have, of late, been focusing less on rules and patterns and more on stock phrases and formulae. I assigned him more online exercises to practice, in particular ones pertaining to the dative and accusative cases.
We went over some vocabulary related to the farm, with the help of the kids' illustrated lexicon. Then we read a little children's book together about going to the farm. We played a very short game of Simon says at the end to help with learning the names of animals (e.g. "Simon sagt, bell wie ein hund." = Simon says, bark like a dog.)
Today we worked with conjunction. At the beginning of the session I noticed that the student was not sure how to differentiate between subordinate and coordinate conjunction and how they change the sentence structure. Therefore we went over his homework again to see whether he did some mistakes. As it turned out he did and I noticed immediately that it was in relation to the use of subordinate or coordinate conjunctions. After I explained him how to differentiate both, the rest of his homework was pretty easy. He handled it almost perfectly and probably needs a view more exercises to be 100% certain about the topic. I also noticed that his oral communication skills are in need of a catch-up. I therefore plan to spend at least half of our time practicing communication.
Today, we began by reading two books. Then, we discussed what we saw and watched and discussed a little video. We then watched some of a documentary. He was able to discuss a little bit.
The student and I practiced communication and we talked about some of the more technical aspects of her music training abroad, along with using some online tools.
Today, we began the lesson by talking about the differences between high German and Swiss German. Later, I introduced different greetings and introductory questions and had them practice with me and among themselves. We ended the lesson by talking about a few common nouns and ways to talk about where one comes from. I encouraged them to look at the material I showed them and continue to practice between sessions.
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