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Top tutors from Georgetown and other respected universities serving DC, MD and VA. 98% satisfaction rate
Award Winning Private GMAT Tutoring in Washington DC
Private InHome and Online GMAT Tutoring
Receive personally tailored GMAT lessons from exceptional tutors in a oneonone setting. We help you connect with inhome and online tutoring that offers flexible scheduling and your choice of locations.
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GMAT Tutoring in Washington DC
Customized private inhome and online tutoring
Experience GMAT tutoring by highly credentialed tutors in Washington DC. Top tutors will help you prepare for GMAT through oneonone tutoring in the comfort of your home, online, or any other location of your choice.
Selected Washington DC GMAT Tutors
We can help you connect with GMAT tutors near you who are ideally qualified to help you. The tutors hail from colleges like 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 leading schools.
Camille
Undergraduate Degree:
Hampton University  Business Administration
Graduate Degree:
Hampton University  Business Administration
Eran
Undergraduate Degree:
University Of Illinois  Liberal Arts
Graduate Degree:
University Of Maryland  Philosophy
Kevin
Undergraduate Degree:
University Of Maryland, College Park  Civil Engineering And Geography (Double Degree)
How we help you master: GMAT Prep
SETTING GMAT PREP LEARNING TARGETS
You will have learning objectives mapped out by our educational director based on your specific academic needs.
RECOGNIZING AREAS OF IMPROVEMENT
Your tutor will quickly assess your proficiency with the material, and identify areas for improvement.
INDIVIDUALIZED CURRICULUM
Your tutor's individualized lesson plans will assist you in realizing your educational goals.
Recent Tutoring Session Reviews
We had a quick review on data sufficiency problems. I gave the students some guidance and strategies on this type of questions. Then I gave her DS problems from different categories (arithmetic, algebra, geometry, statistics & probabilities) to work on and explained the problems to her. This was our last session and I hope Audrey can continue practicing and scores high on the test.
Examined data from the student's past actual and practice tests. Reviewed Quant questions missed on Manhattan test. Introduce 12TEN and other DS methods. Discuss multiple approaches to problem solving and calculation
The student and I covered math concepts involving arithmetic and the properties of numbers. He is definitely improving.
Geometry: lines and angles and triangles. I gave the student some overall Ebooks about the test. I assigned him some problems and some diagnostic tests that will give us both a better sense of how he's doing.
We covered comparing fractions, multiple fractional subtractions, systems of equations involving fractional amounts. The student is planning on taking a practice verbal and quantitative computerized test on Monday to gauge his current proficiency, testtaking strategies, ways to minimize stress and anxiety prior to testing, and what scores would constitute a below average, an average, and an above average performance.
Numerous problems involving geometry and ratios were carefully reviewed and analyzed in order to illustrate the recurrent themes of admission test's geometry concepts. For example, circles, triangles, or squares are often intertwined in complex geometry problems. Many problems require the testtaker to visualize relationships that are implicit (not drawn) within the given figures or other question stimuli. In other words, successful testtakers must learn to see the "hidden figures" behind each drawing, diagram, or figure. The student is making significant progress, and he must continue to practice.
Tonight we went over ratios and interest examples. We also went through several examples where the student practiced setting up the problems and then we worked through most of them. She will complete a practice test before our next session and will practice a few more examples of applied arithmetic.
The student and I did a quick recap of our math strategies by going over some of the data sufficiency problems he completed over the weekend. We then turned to basic math definitions and arithmetic. Next class we will continue arithmetic and start our review of algebra, in which we will continue to apply our plugging in strategies.
Did plenty of math problems (involving data sufficiency and word problems) today. We'll work on ramping up the difficulty of those problems. Also did a good number of sentence correction.
This is my first session with the student. We reviewed her school choices and the GMAT goals aligned with those school choices. She has not taken recent GMAT practice tests to truly gauge her starting point, so we used a test from a while back to zero in on the areas of improvement to focus on. During the session we solved together Math problems that she had gotten wrong in the practice test to discuss how to solve these problems as well as shortcuts to use (if there were any). We jointly agreed to focus the next 3 weeks on Math primarily (2hrs) and Verbal secondarily (1hr) before we switch and begin intensely focusing on Verbal for the following 5 weeks. We concluded the session by agreeing that the student would find 1012 exams to take between now and the actual test day. As immediate homework, she would complete 1 Math actual practice test and 2 more practice tests on Math (by picking 36 problems from test prep GMAT books), so that we can use that as a basis for our next session to focus on areas where she still might be having issues.
My second tutoring session with the student went well. We started by reviewing questions from the Reading Comprehension section, and we went over his answers. We moved to the Critical Reasoning section. He identified the boldface questions as the ones he wanted to review, so we reviewed some examples. Then we reviewed quantitative questions, starting with work problems and probability questions in the problem solving section. Next we discussed how to approach data sufficiency questions. I reminded him that he only needs to determine whether there is enough information to solve the problem. We also reviewed Sentence Correction questions and focused on the use of idioms, matching the correct subject to the correct verb, and employing active verbs. For our next session, we will review Reading Comprehension, Critical Reasoning, and Sentence Correction.
Walked through some more complex assessment quant problems as he prepares to take the test again this Saturday.
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