Hi, my name is Tanishka Lakhotia and I'm a rising junior at Georgia Tech majoring in Finance and Computer Science. I love meeting new people, sharing knowledge and learning from them!

I am a former college economics instructor with over 5 years experience teaching. I hold a master's degree from the University of South Florida. I have taught Principles of Macroeconomics, Principles of Microeconomics, Labor Economics, Public Economics, Basic Economics, and Personal Finance. Additionally, I have served as a TA for Intermediate Microeconomics, Intermediate Macroeconomics, and Graduate Econometrics. Economics is my passion and I enjoy sharing it with others.

I believe that every student is capable of obtaining knowledge in any given field. Everyone has a class or field that they naturally struggle in (mine is art), but enough time for extra thought and effort will make your goals in the class achievable. I enjoy helping provide that effort and achievement. I graduated from Eastern Michigan University with a Bachelor's of Science in Actuarial Science & Economics in April/2014, and graduated from DePaul University with a Master's of Science in Applied Mathematics. I currently work for the Bureau of Labor Statistics as an Economist.I always liked using numbers to quantify and interpret certain problems; strange to some I know.I will be glad to tutor anyone in courses that require math and/or economic reasoning. Asking why and how a problem is done instead of just asking for the answer is what I'm looking for in a student. I can be of assistance for the whole semester or just for a test coming up for the class. As long as we are scheduling time to ask why and how to approach the problems, I am on board.

I am graduate from Kelley School of Business, Indiana University. I studied Information Systems with a major in Business Intelligence and Analytics. I also did a two year fellowship with Teach for India where I got the chance to teach students. I believe that teaching requires a lot of hard work and effort as it is very important for the teacher to look at things from the student's perspective. I absolutely love teaching Mathematics and I feel proud to share that most of my students have become Math's wizards even though they didn't like the subject earlier.My teaching pedagogy involves innovative hands-on exercises and discussions designed to foster creativity and rationality among children using real life applications on concepts. I am really excited about teaching.

I am a patient person that will listen to you, both your words and actions, to see how I can best make a difference to your academic and life goals. I will then work with you, back and forth, to make you stronger in the subject that I will tutor you in. I have a lot of education, as well as 25+ years of professional experience in banking where I have to use my analytical skills and knowledge. I also have 25+ years of teaching as a part-time faculty member in Economics, Statistics, Math and Management classes. As education, I have an MA (Economics), an M.Phil (Economics), and an MBA degree. I know that the world has become information intensive and knowledge-oriented. The way to succeed in today's world is through knowledge and brain work, less through physical work. I will help you succeed in any way I can through tutoring you.

I attended Texas State University, where I earned two Bachelor's of Science, one in Mathematics and the other in Physics, and I continued on to earn my Ph.D. in Mathematics Education. I have been tutoring students in mathematics and physics since 2008, so I have been learning about and refining my teaching methods for over a decade.I view mathematics as a great, inverted pyramid, wherein each new idea is built upon a foundation of interwoven concepts. However, throughout my twelve years of experience working with students, I have found that many students seem to believe that mathematics is merely an ever growing list of discrete facts and that learning mathematics is a matter of just memorizing these facts in preparation to regurgitate information for exams. In my view, students who have been exposed to this disconnected view of mathematics are often overwhelmed by the sheer volume of information and seek to memorize only the particular steps and equations necessary to solve each type of problem, rather than trying to understand the overarching structure and reasoning that can be applied in a wide variety of contexts to solve many different problems. Therefore, I deliberately and explicitly focus my teaching on: connecting mathematical ideas, and modeling reasoning about structure.Connections: I explicitly connect the current topic to prior mathematical content. For example, during integral calculus courses when discussing integration through trigonometric substitution, textbooks often present a table showing three categories of algebraic expressions along with their corresponding trigonometric substitution and reference triangle. Rather than show these to my students and encourage them to memorize these particular examples, I instead prefer to show how we can use the Pythagorean Theorem to build a right triangle based on a given algebraic expression and then, using knowledge of the trigonometric functions, how to find a useful trigonometric substitution. I find this to be a more useful way to approach these problems because this method allows my students to apply the same reasoning to all integration by trigonometric substitution problems, thus affording students greater opportunity to be successful when they are working on their own. Moreover, this approach can help students avoid common memorization pitfalls, such as using a trigonometric substitution and a reference triangle that do not match.Modeling Reasoning about Structure: To help my students develop problem solving and reasoning skills, I provide a model of appropriate mathematical reasoning by thinking aloud as I work through problems, discussing things such as which features of the problem stand out and indicate possible solution methods. In order to help my students try to imitate my cognitive processes, I organize my problem solving methods around a series of questions that I ask myself about the problem in order to determine how to progress. In the example of working on integration by trigonometric substitutions, I first discuss how each other method of integration (e.g., substitution, by-parts) would be inappropriate, and then examine which form of the Pythagorean Theorem resembles the algebraic expression in the problem. I then use this information to build a right triangle that describes that form, and finally use this triangle to choose an appropriate substitution. As my students work, rather than tell them the next steps, I instead first refer back to these organizing questions and try to get them to find answers themselves. I prefer this approach because I believe, and explicitly discuss with my students, that understanding the rationale underlying the steps in a process is better than merely memorizing the steps for two reasons: the rationale's structure reflects and reinforces the structure of the content, and using a process consistent across examples reduces the amount of information that students need to know in order to be successful on assessments.I have also worked with future teachers as an instructor of a first course in foundational mathematics content. In this context, it is of paramount importance that my students understand why the mathematics works like it does and how the various topics are interconnected so that they are able to provide instruction to their future elementary and middle school students in ways that emphasizes the connections among various models, between models and algorithms, and between prior and new content. For example, while discussing the base-ten number system, we explore how manipulatives (e.g., toothpicks, beads) can be iteratively bundled into groups of ten to demonstrate how place value is used and that this process can continue forever. Then, with non-integer real numbers we capitalize on this pattern to justify the idea that we can, similarly, divide a single unit into 10 smaller pieces (i.e. into 10 tenths) and that this process also continues indefinitely. This understanding of bundling and unbundling groups serves to emphasize the consistency of the base-ten structure across all place values, and also provides a basis for the "carrying" and "borrowing" actions present in the standard algorithms for addition and subtraction. By showing these future teachers connections among mathematics, and by modeling reasoning about structure, I hope to affect change in their views of mathematics as a discipline as well as provide an example of how we, as teachers, can help guide our students by relying on the structure of mathematics and through responding to student questions with carefully chosen questions of our own that encourage students to think for themselves.

Over my years pursuing a Ph.D. in Public Administration and Policy at the University at Albany, SUNY and a B.S. in Business Administration at Merrimack College, teaching has become a natural expression of who I am. While pursuing my Ph.D., I taught business statistics for two years at Plymouth State University, taught public policy at the University at Albany, SUNY, and was the Head Men's and Women's Tennis Coach at Merrimack College. During this time as a professor and coach, I received a number of accolades, including exceptional teaching evaluations and two NE-10 Coach of the Year awards. While pursuing my B.S., I worked for the Math Center at Merrimack College tutoring other students in various subject areas, including Discrete Mathematics, Finite Mathematics, Business Mathematics, Business Calculus, Calculus I, Calculus II, Calculus III, Linear Algebra, Basic Statistics, Probability and Statistics I, Probability and Statistics II, and Multivariate Analysis. During my three years working at the Math Center, I attended a number of tutor trainings for CRLA certification and skill development. After becoming a level three CRLA certified tutor, I was given the responsibility to teach my colleagues skills and techniques for effective tutoring.Throughout my experience as a tutor, teacher, and coach, what has made this work rewarding is having the opportunity to watch students accomplish their goals and gain confidence in their own abilities. To help achieve these mutual rewards, my teaching style enhances engagement and learning by: 1) empowering students to become more independent learners; 2) adapting to students' learning-styles, and 3) creating a positive and supportive learning environment. While I am a life-long learner who loves to teach a number of subject areas, my favorite area to tutor is in mathematics. Outside of teaching, tutoring, and coaching, my favorite activities include soccer, tennis, skiing, snowboarding, surfing, and various other types of water sports.

Tutoring and giving back my learning are huge passions of mine. I have 8+ years of experience in tutoring K-12 education, 4+ years in tertiary studies with an emphasis in the collegiate business curriculum, and experience tutoring the ACT.My priority is guaranteeing your understanding in the course work. I am versatile in my teaching approach and strive to provide multiple explanations to any given inquiry.

Scrubbed on 2025-08-24

I am an MBA graduate from the University of Central Missouri. While completing my MBA, I worked as a graduate assistant in the Management department. I currently work in the financial services industry, but would like to eventually move into higher education administration. My favorite part of my job is helping other employees learn and improve their skills. I firmly believe that a tutor should adjust their teaching style based on a student's needs. I currently tutor students in accounting, business statistics, general business, and ACT Reading and Math prep. In my free time, I enjoy competitive running, reading, watching Netflix, and spending time with my fiance and dog Gabby. I am also currently learning Spanish using Duolingo.

Hi, my name is Tanishka Lakhotia and I'm a rising junior at Georgia Tech majoring in Finance and Computer Science. I love meeting new people, sharing knowledge and learning from them!

I am a former college economics instructor with over 5 years experience teaching. I hold a master's degree from the University of South Florida. I have taught Principles of Macroeconomics, Principles of Microeconomics, Labor Economics, Public Economics, Basic Economics, and Personal Finance. Additionally, I have served as a TA for Intermediate Microeconomics, Intermediate Macroeconomics, and Graduate Econometrics. Economics is my passion and I enjoy sharing it with others.

I believe that every student is capable of obtaining knowledge in any given field. Everyone has a class or field that they naturally struggle in (mine is art), but enough time for extra thought and effort will make your goals in the class achievable. I enjoy helping provide that effort and achievement. I graduated from Eastern Michigan University with a Bachelor's of Science in Actuarial Science & Economics in April/2014, and graduated from DePaul University with a Master's of Science in Applied Mathematics. I currently work for the Bureau of Labor Statistics as an Economist.I always liked using numbers to quantify and interpret certain problems; strange to some I know.I will be glad to tutor anyone in courses that require math and/or economic reasoning. Asking why and how a problem is done instead of just asking for the answer is what I'm looking for in a student. I can be of assistance for the whole semester or just for a test coming up for the class. As long as we are scheduling time to ask why and how to approach the problems, I am on board.

I am graduate from Kelley School of Business, Indiana University. I studied Information Systems with a major in Business Intelligence and Analytics. I also did a two year fellowship with Teach for India where I got the chance to teach students. I believe that teaching requires a lot of hard work and effort as it is very important for the teacher to look at things from the student's perspective. I absolutely love teaching Mathematics and I feel proud to share that most of my students have become Math's wizards even though they didn't like the subject earlier.My teaching pedagogy involves innovative hands-on exercises and discussions designed to foster creativity and rationality among children using real life applications on concepts. I am really excited about teaching.

I am a patient person that will listen to you, both your words and actions, to see how I can best make a difference to your academic and life goals. I will then work with you, back and forth, to make you stronger in the subject that I will tutor you in. I have a lot of education, as well as 25+ years of professional experience in banking where I have to use my analytical skills and knowledge. I also have 25+ years of teaching as a part-time faculty member in Economics, Statistics, Math and Management classes. As education, I have an MA (Economics), an M.Phil (Economics), and an MBA degree. I know that the world has become information intensive and knowledge-oriented. The way to succeed in today's world is through knowledge and brain work, less through physical work. I will help you succeed in any way I can through tutoring you.

I attended Texas State University, where I earned two Bachelor's of Science, one in Mathematics and the other in Physics, and I continued on to earn my Ph.D. in Mathematics Education. I have been tutoring students in mathematics and physics since 2008, so I have been learning about and refining my teaching methods for over a decade.I view mathematics as a great, inverted pyramid, wherein each new idea is built upon a foundation of interwoven concepts. However, throughout my twelve years of experience working with students, I have found that many students seem to believe that mathematics is merely an ever growing list of discrete facts and that learning mathematics is a matter of just memorizing these facts in preparation to regurgitate information for exams. In my view, students who have been exposed to this disconnected view of mathematics are often overwhelmed by the sheer volume of information and seek to memorize only the particular steps and equations necessary to solve each type of problem, rather than trying to understand the overarching structure and reasoning that can be applied in a wide variety of contexts to solve many different problems. Therefore, I deliberately and explicitly focus my teaching on: connecting mathematical ideas, and modeling reasoning about structure.Connections: I explicitly connect the current topic to prior mathematical content. For example, during integral calculus courses when discussing integration through trigonometric substitution, textbooks often present a table showing three categories of algebraic expressions along with their corresponding trigonometric substitution and reference triangle. Rather than show these to my students and encourage them to memorize these particular examples, I instead prefer to show how we can use the Pythagorean Theorem to build a right triangle based on a given algebraic expression and then, using knowledge of the trigonometric functions, how to find a useful trigonometric substitution. I find this to be a more useful way to approach these problems because this method allows my students to apply the same reasoning to all integration by trigonometric substitution problems, thus affording students greater opportunity to be successful when they are working on their own. Moreover, this approach can help students avoid common memorization pitfalls, such as using a trigonometric substitution and a reference triangle that do not match.Modeling Reasoning about Structure: To help my students develop problem solving and reasoning skills, I provide a model of appropriate mathematical reasoning by thinking aloud as I work through problems, discussing things such as which features of the problem stand out and indicate possible solution methods. In order to help my students try to imitate my cognitive processes, I organize my problem solving methods around a series of questions that I ask myself about the problem in order to determine how to progress. In the example of working on integration by trigonometric substitutions, I first discuss how each other method of integration (e.g., substitution, by-parts) would be inappropriate, and then examine which form of the Pythagorean Theorem resembles the algebraic expression in the problem. I then use this information to build a right triangle that describes that form, and finally use this triangle to choose an appropriate substitution. As my students work, rather than tell them the next steps, I instead first refer back to these organizing questions and try to get them to find answers themselves. I prefer this approach because I believe, and explicitly discuss with my students, that understanding the rationale underlying the steps in a process is better than merely memorizing the steps for two reasons: the rationale's structure reflects and reinforces the structure of the content, and using a process consistent across examples reduces the amount of information that students need to know in order to be successful on assessments.I have also worked with future teachers as an instructor of a first course in foundational mathematics content. In this context, it is of paramount importance that my students understand why the mathematics works like it does and how the various topics are interconnected so that they are able to provide instruction to their future elementary and middle school students in ways that emphasizes the connections among various models, between models and algorithms, and between prior and new content. For example, while discussing the base-ten number system, we explore how manipulatives (e.g., toothpicks, beads) can be iteratively bundled into groups of ten to demonstrate how place value is used and that this process can continue forever. Then, with non-integer real numbers we capitalize on this pattern to justify the idea that we can, similarly, divide a single unit into 10 smaller pieces (i.e. into 10 tenths) and that this process also continues indefinitely. This understanding of bundling and unbundling groups serves to emphasize the consistency of the base-ten structure across all place values, and also provides a basis for the "carrying" and "borrowing" actions present in the standard algorithms for addition and subtraction. By showing these future teachers connections among mathematics, and by modeling reasoning about structure, I hope to affect change in their views of mathematics as a discipline as well as provide an example of how we, as teachers, can help guide our students by relying on the structure of mathematics and through responding to student questions with carefully chosen questions of our own that encourage students to think for themselves.

Over my years pursuing a Ph.D. in Public Administration and Policy at the University at Albany, SUNY and a B.S. in Business Administration at Merrimack College, teaching has become a natural expression of who I am. While pursuing my Ph.D., I taught business statistics for two years at Plymouth State University, taught public policy at the University at Albany, SUNY, and was the Head Men's and Women's Tennis Coach at Merrimack College. During this time as a professor and coach, I received a number of accolades, including exceptional teaching evaluations and two NE-10 Coach of the Year awards. While pursuing my B.S., I worked for the Math Center at Merrimack College tutoring other students in various subject areas, including Discrete Mathematics, Finite Mathematics, Business Mathematics, Business Calculus, Calculus I, Calculus II, Calculus III, Linear Algebra, Basic Statistics, Probability and Statistics I, Probability and Statistics II, and Multivariate Analysis. During my three years working at the Math Center, I attended a number of tutor trainings for CRLA certification and skill development. After becoming a level three CRLA certified tutor, I was given the responsibility to teach my colleagues skills and techniques for effective tutoring.Throughout my experience as a tutor, teacher, and coach, what has made this work rewarding is having the opportunity to watch students accomplish their goals and gain confidence in their own abilities. To help achieve these mutual rewards, my teaching style enhances engagement and learning by: 1) empowering students to become more independent learners; 2) adapting to students' learning-styles, and 3) creating a positive and supportive learning environment. While I am a life-long learner who loves to teach a number of subject areas, my favorite area to tutor is in mathematics. Outside of teaching, tutoring, and coaching, my favorite activities include soccer, tennis, skiing, snowboarding, surfing, and various other types of water sports.

Tutoring and giving back my learning are huge passions of mine. I have 8+ years of experience in tutoring K-12 education, 4+ years in tertiary studies with an emphasis in the collegiate business curriculum, and experience tutoring the ACT.My priority is guaranteeing your understanding in the course work. I am versatile in my teaching approach and strive to provide multiple explanations to any given inquiry.

Scrubbed on 2025-08-24

I am an MBA graduate from the University of Central Missouri. While completing my MBA, I worked as a graduate assistant in the Management department. I currently work in the financial services industry, but would like to eventually move into higher education administration. My favorite part of my job is helping other employees learn and improve their skills. I firmly believe that a tutor should adjust their teaching style based on a student's needs. I currently tutor students in accounting, business statistics, general business, and ACT Reading and Math prep. In my free time, I enjoy competitive running, reading, watching Netflix, and spending time with my fiance and dog Gabby. I am also currently learning Spanish using Duolingo.