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Latin Tutoring in New York City, NY

Customized private in-home and online tutoring

Experience Latin tutoring by highly credentialed tutors in New York City, NY. Top tutors will help you learn Latin through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected Latin Tutors in New York City, NY

We can help you connect with exceptional Latin tutors with the highest of qualifications, who are ready to help you. 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.

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Undergraduate Degree:
Fordham College At Lincoln Center - Classical Languages / History

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Undergraduate Degree:
Harvard College - History

Graduate Degree:
Columbia University - History

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Undergraduate Degree:
Bard College - Classics

Graduate Degree:
Univiserty Of Michigan - Classics

How your tutor helps you master: Latin


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


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


Personalized instruction will teach you how to address your weaknesses, polish your strengths, and succeed.

Recent Tutoring Session Reviews

We met today and talked about how to apply some of the techniques we've studied to an actual company. There was a lot of research to be done online and I guess we got a result at the end. He knew what to look for once I pointed him to the right resources. He does have a paper coming up which is a group project and I'll be reviewing that for him when he gives me a copy.

The student worked and tried very hard this week. He has really mastered the sounds that we have been practicing for the last several weeks, but I still want him to review these on his own on a daily basis. We were able to move on to words  with -or, -our, and -ore sounds. He enjoys playing this slap game I have made up to review his high frequency words. I have started him on a new reading level book in which he does well with comprehension.

We had not covered Reading since our very first session (which was mostly a guided practice through the section), so I re-introduced the components of the section before scaffolding more practice. Student had high-tier performance. Some more (brief) practice ahead, in which I'll try to get her to internalize my prompts, so that we can have a post-test result that yields greater confidence as well as a high score.

We went over her 5th English practice test where she scored a 28.  Then we went over her Science test. Her job is to practice reading more quickly and accurately, and to not give up or let words she doesn't know throw her.

We went over molarity calculations, percent yield, and other chemistry problems. She needs an initial explanation broken into steps, but once she saw it she got it!  I think I can help her do well on this next test and hopefully stay with the class.  I really think it went well.

Went over the student's practice sessions and discussed how to make test-taking easier on herself in other ways as well. She is doing very well. She did not miss any math questions so we focused on the Writing and reading sections. Specifically, how to write clearly and economically and how which grammar rules the SAT tests that sound "right" when broken. We also discussed the trickier Critical Reading questions.

This week, the student was working in chapter 13, on reflexive and intensive pronouns. He had gotten through the chapter, but had lingering questions about a lot of what was covered, as the distinction between when to use a reflexive pronoun or not wasn't entirely clear. So, we went through some examples of this and I tried to make my explanations clear.. We then went through several of the Latin exercises in the chapter that had given him trouble, before going through all of the English-to-Latin sentences. Finally, we used up the remainder of the time starting the corresponding story in 38 Latin Stories. He is doing quite well.

The student and I spent a good portion of our time reviewing the minor errors on his math homework. This gave us a good opportunity to revisit some of the fraction based algebra. We also spent some time going over his essay, and finding ways to improve it. I left him some math and writing sections to do before next time.

Completed a homework translation assignment together, focusing on imperatives and other verb forms in particular; discussed the declension of third declension adjectives and worked on a sample neuter noun-adjective pair.

We reviewed relative and interrogative pronouns, future tense in both active and passive voices, sentence translation, and vocabulary. The student is fairly prepared for her test on Monday, she just needs to keep reviewing vocabulary and the interrogative pronouns and adjectives.

In our session, the student and I began a prose composition exercise. For each sentence, I asked him to identify the subject(s), verb(s), direct object(s), and indirect object(s). I also asked him to identify the case, number, and gender of nouns and person, number, and tense of verbs. We reviewed place constructions and the declension charts for second and third declension nouns. I explained how in Latin adjectives must match the noun they modify in case, number, and gender. We practiced place constructions as well as matching adjectives and nouns in our prose composition exercise. His understanding of Latin grammar continues to improve and is helping him translate accurately from Latin to English and from English to Latin. I am very excited about the progress he is making!

We continued our work in both reading and math. He excels at math as always but is now making strides in reading comprehension as he figures out the format. He is getting more correct than when he began. His homework is to continue our flashcards.

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