I love teaching as well as tutoring because it gives me the opportunity to share my passion for learning and transmitting knowledge. I'm currently enrolled in a teacher certification program to teach French K-12, in order to pursue my dream of having an everyday life purpose. I'm not a native speaker, but French is the language in which I earned my Master's degree in Agriculture and worked five years in the insurance field. I would like to share with my students my love of French and make them master the means of exploring the romance of the French language and culture.

I am a recent graduate of Harvard College. I've been working with middle school and high school age children for the past several years and feel very comfortable communicating with students that age. I was a history major in college, but I'd be happy to help out with middle school and early high school math, as well as any help needed with writing or humanities-related courses. Also available for standardized test prep help!

I am a recent graduate from Mercer University where I majored in Spanish and was Pre-Medicine, minoring in Chemistry and Biology. I love sharing my interest in the Spanish language with others, and after studying in Spain I value the importance of conversational learning. I like to make learning a foreign language fun while stressing the importance of a broad vocabulary and proper grammar. I am also very strong in mathematics, and have worked with students to improve their math skills. As a recent graduate, I am incredibly familiar with the common struggles of students. Also, I have taken many standardized tests and am currently preparing for the MCAT so I would love to help others prepare for the SAT or ACT. I look forward to working with all kinds of students!

I am a current undergrad at the University of Illinois at Chicago. I am a Biological Sciences major, with a pre-pharmacy goal. I tutor math and ACT prep. I enjoy tutoring math because it has always been one of my favorite subjects. I believe that with effort, anyone can reach their academic goals.

I earned a B.S. in chemistry and mathematics (double major) with honors in the liberal arts from the University of Wisconsin-Madison in 2016. After graduation, I worked for three years at Alcami Corporation, a pharmaceutical company, as a process chemist, working on the synthesis of active pharmaceutical ingredients (API) on a multigram to kilogram scale. In 2019, I started graduate school at the University of Texas at Austin, where I am currently a fourth-year graduate student working on the development of new synthetic methodologies. While a PhD student at UT Austin, I have had the privilege of serving as a teaching assistant (TA) for one semester of general chemistry II lecture, four semesters of organic chemistry laboratory, and four semesters of organic chemistry II lecture. Over these nine semesters, I am proud to have earned an average TA ratingbased on student evaluationsof 4.86 out of 5.00.Unfortunately, it seems most students have had a negative experience with their organic chemistry lecture courses. Traditional approaches to teaching organic chemistry involve rote memorization of reactions, reagents, and mechanisms. I think this is both an antiquated and ineffective way of teaching organic chemistry; instead, I believe the more effective way to teach this subject is to focus on how to think about organic chemistry. Organic chemistry provides "tools" that can be leveraged to predict reactivity or the general characteristics of organic molecules. It is also important to recognize that a lot of the chemical transformations proceed by very similar pathways (i.e., "same song, different verse"). If you can learn to use these basic tools and recognize patterns, then you do not need to worry about memorizing anything! This is the exact approach that I try to use while teaching studentsapplying basic concepts/tools to more complicated systems and realizing that it truly is just a different verse of the same song.

I first started tutoring others while in high school. I casually tutored some of my friends and peers who needed help in mutual classes, such as AP Calculus, AP Stats, and AP Physics. I became more involved with formal tutoring as a member of National Honor Society. I was active in tutoring both peers in my own age group, as well as those younger than me in subjects like Calculus and Physics. After I went to college, I went back to informally tutoring some of my friends in classes that we were taking together or that I had already taken. Some of these classes included general chemistry and some organic chemistry, as well as calculus and statics and dynamics in biological systems. At my university, I am getting back into formal tutoring by becoming a teaching assistant for a biology lab/lecture that I took in the past and did well in. I have always enjoyed trying to help others understand subjects that are more difficult to grasp. I believe I have a good understanding of effective teaching methods. I believe that the best ways to learn material are through practicing problems, through making sure each component of a problem is understood, and through methods such as mnemonic devices.I am currently an undergrad at Stony Brook University. I am a Biomedical Engineering major on a cellular and molecular track. When I am not in school and have free time, I enjoy fishing, playing and watching hockey, and catching up and spending time with friends.

It has always been a joy to help others succeed and it would be my pleasure to help you or your child reach your goals. I have tutored at the college level for the last 6 years. I enjoy working with students from various backgrounds, and I have effective tutoring methods.

Before I began student teaching at P.S 149Q, I had doubts about teaching full-time. Not because I didn't like teaching, but because I doubted how effective I would be as an educator. Teachers' whom I've met throughout my journey had always described their jobs as a battlefield, and either ended their days' in victory or defeat. I've seen more defeated teachers than I want to admit, and could not help but feel insecure about my own abilities to make a difference. My mom said once that teaching was like performing surgery, explaining that I had the potential to shape a child's life. As I looked into my students' eyes during my first day of student teaching, I remembered her words of wisdom, and asked myself, "Can I do that?"I found the answer to that question midway through my student teaching. A student of mine was struggling immensely. My CT and I both knew he needed extensive one-on-one guidance; he seemed aware of that too. As I took him to the back of the room to help him with his math assignment, he had a dejected look on his face. I smiled at him and attempted to make him laugh, to no avail. His shame was like a leak, and it was bleeding from his body. Before I had a chance to say anything, he muttered, "I can't do this. I'm not learning." It wasn't said with heat, only miserable acceptance. I felt it then- a spark of defiance coursing through my body, and I knew that I couldn't let him continue believing that about himself. I turned his chair to face me, and I took his hands in mine. "Anthony," I said, "you have the ability to learn just like everyone else." He shook his head in disagreement. I nodded in return, smiling confidently. "Yes, you can," I continued, "your brain just learns differently from us." He looked at me then, and even though doubt still clouded his eyes, I also saw a glimmer of hope. "Common, lets work together to figure these questions out," I whispered enthusiastically.One period later, my desk indeed looked like a battlefield- manipulatives and eraser bits covered my entire desk; I was mentally exhausted. But the worksheet was complete, and Anthony was smiling a million dollar smile. "You did it, Anthony!" I said. He nodded and laughed giddily, clapping his hands. My heart burst with the joy and satisfaction of being able to restore Anthony's confidence, of giving him the hope to march onwards in his struggle to learn. That day I learned what teaching was all about- giving students the confidence that they can learn. Anthony didn't know this, but he also helped me realize that I wanted to continue doing that as an educator. While I finished student teaching and am still nervous, I am surer than ever that I picked the right career for myself. Anthony and I won that battle, and I anticipate many more victories to come.

My passion is teaching in any format, whether it be in a classroom or tutoring setting. I have a degree in Secondary Education and History and have taught 8th grade U.S. History as well as 12th grade Economics and Government for the past 3 years. I also have a strong background in Mathematics and have tutored several students as high as Algebra II. The reason I love tutoring is that I can individualize the learning for each person I tutor based on their needs and strengths. I do this by finding out how the people I am tutoring learn best and use that information to tailor the tutoring sessions to their strengths. At the same time, I will help them overcome their weaknesses in order to make it easier for them to adapt in a classroom setting. I hope to be able to have the chance to help you be more successful in all aspects of the classroom.

My name is Chamougon Bernadotte. I am really passionate about teaching and also rejoice when someone else succeeds because of my help. I understand the concept of being confused in a class room, and that is why I chose varsity tutors for that one on one help. I understand how it feels being lost in a class room. I will be looking forward to helping as many people who need my help.

I love teaching as well as tutoring because it gives me the opportunity to share my passion for learning and transmitting knowledge. I'm currently enrolled in a teacher certification program to teach French K-12, in order to pursue my dream of having an everyday life purpose. I'm not a native speaker, but French is the language in which I earned my Master's degree in Agriculture and worked five years in the insurance field. I would like to share with my students my love of French and make them master the means of exploring the romance of the French language and culture.

I am a recent graduate of Harvard College. I've been working with middle school and high school age children for the past several years and feel very comfortable communicating with students that age. I was a history major in college, but I'd be happy to help out with middle school and early high school math, as well as any help needed with writing or humanities-related courses. Also available for standardized test prep help!

I am a recent graduate from Mercer University where I majored in Spanish and was Pre-Medicine, minoring in Chemistry and Biology. I love sharing my interest in the Spanish language with others, and after studying in Spain I value the importance of conversational learning. I like to make learning a foreign language fun while stressing the importance of a broad vocabulary and proper grammar. I am also very strong in mathematics, and have worked with students to improve their math skills. As a recent graduate, I am incredibly familiar with the common struggles of students. Also, I have taken many standardized tests and am currently preparing for the MCAT so I would love to help others prepare for the SAT or ACT. I look forward to working with all kinds of students!

I am a current undergrad at the University of Illinois at Chicago. I am a Biological Sciences major, with a pre-pharmacy goal. I tutor math and ACT prep. I enjoy tutoring math because it has always been one of my favorite subjects. I believe that with effort, anyone can reach their academic goals.

I earned a B.S. in chemistry and mathematics (double major) with honors in the liberal arts from the University of Wisconsin-Madison in 2016. After graduation, I worked for three years at Alcami Corporation, a pharmaceutical company, as a process chemist, working on the synthesis of active pharmaceutical ingredients (API) on a multigram to kilogram scale. In 2019, I started graduate school at the University of Texas at Austin, where I am currently a fourth-year graduate student working on the development of new synthetic methodologies. While a PhD student at UT Austin, I have had the privilege of serving as a teaching assistant (TA) for one semester of general chemistry II lecture, four semesters of organic chemistry laboratory, and four semesters of organic chemistry II lecture. Over these nine semesters, I am proud to have earned an average TA ratingbased on student evaluationsof 4.86 out of 5.00.Unfortunately, it seems most students have had a negative experience with their organic chemistry lecture courses. Traditional approaches to teaching organic chemistry involve rote memorization of reactions, reagents, and mechanisms. I think this is both an antiquated and ineffective way of teaching organic chemistry; instead, I believe the more effective way to teach this subject is to focus on how to think about organic chemistry. Organic chemistry provides "tools" that can be leveraged to predict reactivity or the general characteristics of organic molecules. It is also important to recognize that a lot of the chemical transformations proceed by very similar pathways (i.e., "same song, different verse"). If you can learn to use these basic tools and recognize patterns, then you do not need to worry about memorizing anything! This is the exact approach that I try to use while teaching studentsapplying basic concepts/tools to more complicated systems and realizing that it truly is just a different verse of the same song.

I first started tutoring others while in high school. I casually tutored some of my friends and peers who needed help in mutual classes, such as AP Calculus, AP Stats, and AP Physics. I became more involved with formal tutoring as a member of National Honor Society. I was active in tutoring both peers in my own age group, as well as those younger than me in subjects like Calculus and Physics. After I went to college, I went back to informally tutoring some of my friends in classes that we were taking together or that I had already taken. Some of these classes included general chemistry and some organic chemistry, as well as calculus and statics and dynamics in biological systems. At my university, I am getting back into formal tutoring by becoming a teaching assistant for a biology lab/lecture that I took in the past and did well in. I have always enjoyed trying to help others understand subjects that are more difficult to grasp. I believe I have a good understanding of effective teaching methods. I believe that the best ways to learn material are through practicing problems, through making sure each component of a problem is understood, and through methods such as mnemonic devices.I am currently an undergrad at Stony Brook University. I am a Biomedical Engineering major on a cellular and molecular track. When I am not in school and have free time, I enjoy fishing, playing and watching hockey, and catching up and spending time with friends.

It has always been a joy to help others succeed and it would be my pleasure to help you or your child reach your goals. I have tutored at the college level for the last 6 years. I enjoy working with students from various backgrounds, and I have effective tutoring methods.

Before I began student teaching at P.S 149Q, I had doubts about teaching full-time. Not because I didn't like teaching, but because I doubted how effective I would be as an educator. Teachers' whom I've met throughout my journey had always described their jobs as a battlefield, and either ended their days' in victory or defeat. I've seen more defeated teachers than I want to admit, and could not help but feel insecure about my own abilities to make a difference. My mom said once that teaching was like performing surgery, explaining that I had the potential to shape a child's life. As I looked into my students' eyes during my first day of student teaching, I remembered her words of wisdom, and asked myself, "Can I do that?"I found the answer to that question midway through my student teaching. A student of mine was struggling immensely. My CT and I both knew he needed extensive one-on-one guidance; he seemed aware of that too. As I took him to the back of the room to help him with his math assignment, he had a dejected look on his face. I smiled at him and attempted to make him laugh, to no avail. His shame was like a leak, and it was bleeding from his body. Before I had a chance to say anything, he muttered, "I can't do this. I'm not learning." It wasn't said with heat, only miserable acceptance. I felt it then- a spark of defiance coursing through my body, and I knew that I couldn't let him continue believing that about himself. I turned his chair to face me, and I took his hands in mine. "Anthony," I said, "you have the ability to learn just like everyone else." He shook his head in disagreement. I nodded in return, smiling confidently. "Yes, you can," I continued, "your brain just learns differently from us." He looked at me then, and even though doubt still clouded his eyes, I also saw a glimmer of hope. "Common, lets work together to figure these questions out," I whispered enthusiastically.One period later, my desk indeed looked like a battlefield- manipulatives and eraser bits covered my entire desk; I was mentally exhausted. But the worksheet was complete, and Anthony was smiling a million dollar smile. "You did it, Anthony!" I said. He nodded and laughed giddily, clapping his hands. My heart burst with the joy and satisfaction of being able to restore Anthony's confidence, of giving him the hope to march onwards in his struggle to learn. That day I learned what teaching was all about- giving students the confidence that they can learn. Anthony didn't know this, but he also helped me realize that I wanted to continue doing that as an educator. While I finished student teaching and am still nervous, I am surer than ever that I picked the right career for myself. Anthony and I won that battle, and I anticipate many more victories to come.

My passion is teaching in any format, whether it be in a classroom or tutoring setting. I have a degree in Secondary Education and History and have taught 8th grade U.S. History as well as 12th grade Economics and Government for the past 3 years. I also have a strong background in Mathematics and have tutored several students as high as Algebra II. The reason I love tutoring is that I can individualize the learning for each person I tutor based on their needs and strengths. I do this by finding out how the people I am tutoring learn best and use that information to tailor the tutoring sessions to their strengths. At the same time, I will help them overcome their weaknesses in order to make it easier for them to adapt in a classroom setting. I hope to be able to have the chance to help you be more successful in all aspects of the classroom.

My name is Chamougon Bernadotte. I am really passionate about teaching and also rejoice when someone else succeeds because of my help. I understand the concept of being confused in a class room, and that is why I chose varsity tutors for that one on one help. I understand how it feels being lost in a class room. I will be looking forward to helping as many people who need my help.