Tutoring has always come naturally to me, as I even enjoyed helping others learn while getting a higher education myself. Earning my Bachelor's degree has really motivated me to help others achieve their educational and academic goals. I have over 5 years of teaching and tutoring experience, and have loved every moment of it.Teaching gives me the ability to give back to my community in a way that impacts society on a larger scale. The most rewarding feeling in teaching and tutoring is seeing that I have made a difference in a students academic comprehension and learning!

Hello! My name is Steven Plater and I currently serve as the Music Teacher at Southside Elementary School in Miami, Florida. I am an enthusiastic and dedicated educator/tutor who has experience working with learners as early as Pre-K to adults. The key to success is to never stop learning, therefore I continue to seek professional development to stay abreast with today's educational trends.

Hi! I'm Marla. I specialize in SAT Prep (Math and Verbal), Elementary and Middle School Math, Algebra, Geometry and Essay Writing. I particularly enjoy test taking and solving tricky math questions. I will help your student learn to enjoy the process, so he or she is better able to excel!I am originally from Los Angeles and have a BA in Psychology from Pomona College. I'm also a singer and musician and recently went back to school to pursue a graduate degree in Music Education. My long term goal is to become an Elementary or Middle School Choir Director.

I am a full-time teacher and part-time college student. Currently, I am working towards a degree in English and an ESL certification. I have always been fascinated by the English language, especially the linguistic aspect. I have been working in education for four years. My speciality is early learning intervention. I feel it is important to foster a love for learning in each person, no matter how niche of a subject appeals to them. For example, if I have a student who loves animals, I will be sure to tailor my lessons to include them in some form. Each student is unique and needs their own form of curriculum.

Statement of My Teaching PhilosophyIf I summed up my teaching philosophy, it would be in two sentences I often heard growing up:"I don't teach math; I teach people."and"This may be a class on American government, but it's not a democracy."I don't teach math or American governments my father and mother did, respectively but I do teach people and my classroom is not a democracy. The latter sentiment may sound a bit harsh out of context, but I've found the wisdom in my mother's words as I've found my own way as a teacher in the disciplines of theater arts, modern languages, translation, and creative writing. What she meant (and what I mean when I repeat her) is that a classroom needs a benevolent dictator (a philosopher king, if you will) who ensures the safety of the intellectual space the place where ideas are aired, exchanged, and sometimes rejected. In my classrooms, I aim to be that arbiter and enforcer of the rules of civil discourse, where no question is stupid, no thought unworthy, and no student who's willing to engage should ever feel left behind or left out.My own version of combining my parents' wisdom as teachers comes out not only when I'm running a classroom, but also when I'm running a rehearsal as either a director or producer of theatrical work: "I'm your backstop; I won't let you embarrass yourself if I can help it." I've twice postponed play openings so that hardworking actors in my charge who weren't ready to be on public display (through no fault of their own) could regain the calm state of mind necessary to do their best work and stop worrying about looking foolish in front of others.I had a similar experience as a teacher when I was conducting a playwriting workshop with high-schoolers in a creative writing class. None of them had ever even thought about writing a play, much less actually written one, and so they were at a total loss as to how to start even after instruction and encouragement. We'd already read a few plays and brainstormed what about the form and genre made the works "plays" at all, but still the students balked when it was their turn to put pen to paper. My lesson plan wasn't going to work if I simply forced it, and so I had to think on my feet and really listen to what my students were telling me: they were scared, and if put to a vote, they'd collectively abandon the project I'd set out before them and not think twice about throwing in the towel and moving on to something else.Pivoting and drawing on a translation exercise I'd run with my Master's classmates the year beforeI asked each student to simply write whatever word or phrase popped into their heads at that moment at the top of the page. They did it, no problem. Voila title. Then I asked them to pass the paper to the next student and had them all write whatever line of dialog came to mind at first seeing the "title" on the page they'd been passed. Again, they did it. They hadn't rejected my leadership, only my initial approach. Half an hour later and several passes under their belts, they each got their original paper back full of dialog and characterizations flowing one line to the next and all started from the simple words they'd first written at the top.At that point, I had to take a gamble that somewhere along the way of creatively writing, they'd overcome their initial hesitations and fear of writing a play. I told them their homework was to choose one of three options for what they had before them: 1) read through it and put their name at the top as something they were proud to turn in as their first draft of a play; 2) edit it so that it was a play they were happy to submit in draft form; or 3) write a new ten-minute play and turn that in. Not a single student turned in a page from the exercise, edited or otherwise. Some drew ideas from their classmates' writing; some didn't. But every one of them turned in something new and of their own exclusive creative flow.As a corollary to that event where I'd made the rules and even had to make them up on the spot those same students surprised me again at the end of the workshop. I'd promised that no one ever had to read their work aloud, that I'd be the only one reading and commenting on it unless they gave permission for it to be otherwise, and that at the end of the workshop anyone who wanted to see their play performed would have time to have it stage-read. No one wanted anything but protected anonymity in the first weeks of the workshop. All the writing was for my eyes only. By the end, however, students were volunteering to not only have their own work read and performed, but also to be the ones reading and performing their peers' work. They went from being afraid to write a play at all to being a roomful of budding actors, reading each other's plays and vying for roles they thought they could play to the hilt in front of everyone.Those students, of course, deserve most of the credit for their own willingness to be engaged and to trust me. Every student does because it's far scarier to be a student than it is to be an instructor even on the most frightening of teaching days. That said, however, I think I can safely say that it was my willingness to teach people and not playwriting, to give my students the safety of a strong, present leader who could make up rules on his feet instead of letting them flounder when finding their own way became paralyzing and counter productive that helped us all achieve some meaningful amount of learning and self-discovery. When prompted several months later by the creative-writing teacher for whom I'd run the workshop to write about their favorite and least favorite parts of her class, one student wrote this:"I would love to take Creative Writing again and write another 10-minute play. That is (so far) my absolute favorite assignment of my high school career. In Creative Writing class, I was scared because it seemed like a lot of work, but it turned out to help me find my passion. I'm an okay writer. I need some improvement, but I loved writing scripts and such. Watching people in class perform my play was a dream come true."Teaching people is my dream come true, and I look forward to doing it for as long as there are people willing to learn.

I am a non-French student of French living in Brooklyn, New York. I enjoy film, literature and writing. I recently spent six months studying in Paris at La Sorbonne Nouvelle.

My passion is sharing knowledge with others. I'm a Multi-Subject Tutor who enjoys seeing D's become A's and School frustration become satisfaction. My only goal is to deliver students the results they deserve so they can reach higher levels in education and in life

I am going into my junior year at the University of Vermont. At school I am an Environmental Studies major with English and Political Science minors. Reading and writing are two important passions of mine, and I enjoy analyzing a great book as much as I enjoy writing an extremely strong piece myself. When it comes to tutoring I have been told by many clients in the past that I bring a unique level of positive energy and dedication to the table, as I am an incredibly social and energetic person that prides myself in getting the best out of every one of my students. My friendly attitude is a large part of why I love being able to help students improve at different subjects, in my opinion nothing beats watching a student grow in confidence in a subject. Outside of the classroom I am a huge sports and nature lover, someone who is just as willing to sit and watch a game as I am to go on a hike with some friends. After college I hope to pursue a career in sports journalism, a field in which I could truly harness my love of writing and being a outgoing and social individual!

I found a joy for tutoring while helping my college football teammates with their math courses. I currently help my niece who is in the 5th grade with al her math courses. I love math and science and willingly use my knowledge to help others. I am a visual learner and would use visual mediums to help with tutoring. I graduated from Delaware State University with a BS in Business Economics. I love sports, outdoor actives, motorcycles, animation and technology.

I'm passionate about tutoring because I think learning and seeking help when needed is so important! My favorite subject to both learn about and tutor is English, especially writing and AP English Language and Composition. I'm a sophomore at Loyola University Chicago with a double major in English and History, and I have previous writing experience with three newspapers including the AJC and NPR. I'm also qualified to tutor Latin and History, with which I have a high level of experience. I have plenty of experience working with students of all ages and experience levels, mostly high school to college level. I'm excited to potentially work with you!

Tutoring has always come naturally to me, as I even enjoyed helping others learn while getting a higher education myself. Earning my Bachelor's degree has really motivated me to help others achieve their educational and academic goals. I have over 5 years of teaching and tutoring experience, and have loved every moment of it.Teaching gives me the ability to give back to my community in a way that impacts society on a larger scale. The most rewarding feeling in teaching and tutoring is seeing that I have made a difference in a students academic comprehension and learning!

Hello! My name is Steven Plater and I currently serve as the Music Teacher at Southside Elementary School in Miami, Florida. I am an enthusiastic and dedicated educator/tutor who has experience working with learners as early as Pre-K to adults. The key to success is to never stop learning, therefore I continue to seek professional development to stay abreast with today's educational trends.

Hi! I'm Marla. I specialize in SAT Prep (Math and Verbal), Elementary and Middle School Math, Algebra, Geometry and Essay Writing. I particularly enjoy test taking and solving tricky math questions. I will help your student learn to enjoy the process, so he or she is better able to excel!I am originally from Los Angeles and have a BA in Psychology from Pomona College. I'm also a singer and musician and recently went back to school to pursue a graduate degree in Music Education. My long term goal is to become an Elementary or Middle School Choir Director.

I am a full-time teacher and part-time college student. Currently, I am working towards a degree in English and an ESL certification. I have always been fascinated by the English language, especially the linguistic aspect. I have been working in education for four years. My speciality is early learning intervention. I feel it is important to foster a love for learning in each person, no matter how niche of a subject appeals to them. For example, if I have a student who loves animals, I will be sure to tailor my lessons to include them in some form. Each student is unique and needs their own form of curriculum.

Statement of My Teaching PhilosophyIf I summed up my teaching philosophy, it would be in two sentences I often heard growing up:"I don't teach math; I teach people."and"This may be a class on American government, but it's not a democracy."I don't teach math or American governments my father and mother did, respectively but I do teach people and my classroom is not a democracy. The latter sentiment may sound a bit harsh out of context, but I've found the wisdom in my mother's words as I've found my own way as a teacher in the disciplines of theater arts, modern languages, translation, and creative writing. What she meant (and what I mean when I repeat her) is that a classroom needs a benevolent dictator (a philosopher king, if you will) who ensures the safety of the intellectual space the place where ideas are aired, exchanged, and sometimes rejected. In my classrooms, I aim to be that arbiter and enforcer of the rules of civil discourse, where no question is stupid, no thought unworthy, and no student who's willing to engage should ever feel left behind or left out.My own version of combining my parents' wisdom as teachers comes out not only when I'm running a classroom, but also when I'm running a rehearsal as either a director or producer of theatrical work: "I'm your backstop; I won't let you embarrass yourself if I can help it." I've twice postponed play openings so that hardworking actors in my charge who weren't ready to be on public display (through no fault of their own) could regain the calm state of mind necessary to do their best work and stop worrying about looking foolish in front of others.I had a similar experience as a teacher when I was conducting a playwriting workshop with high-schoolers in a creative writing class. None of them had ever even thought about writing a play, much less actually written one, and so they were at a total loss as to how to start even after instruction and encouragement. We'd already read a few plays and brainstormed what about the form and genre made the works "plays" at all, but still the students balked when it was their turn to put pen to paper. My lesson plan wasn't going to work if I simply forced it, and so I had to think on my feet and really listen to what my students were telling me: they were scared, and if put to a vote, they'd collectively abandon the project I'd set out before them and not think twice about throwing in the towel and moving on to something else.Pivoting and drawing on a translation exercise I'd run with my Master's classmates the year beforeI asked each student to simply write whatever word or phrase popped into their heads at that moment at the top of the page. They did it, no problem. Voila title. Then I asked them to pass the paper to the next student and had them all write whatever line of dialog came to mind at first seeing the "title" on the page they'd been passed. Again, they did it. They hadn't rejected my leadership, only my initial approach. Half an hour later and several passes under their belts, they each got their original paper back full of dialog and characterizations flowing one line to the next and all started from the simple words they'd first written at the top.At that point, I had to take a gamble that somewhere along the way of creatively writing, they'd overcome their initial hesitations and fear of writing a play. I told them their homework was to choose one of three options for what they had before them: 1) read through it and put their name at the top as something they were proud to turn in as their first draft of a play; 2) edit it so that it was a play they were happy to submit in draft form; or 3) write a new ten-minute play and turn that in. Not a single student turned in a page from the exercise, edited or otherwise. Some drew ideas from their classmates' writing; some didn't. But every one of them turned in something new and of their own exclusive creative flow.As a corollary to that event where I'd made the rules and even had to make them up on the spot those same students surprised me again at the end of the workshop. I'd promised that no one ever had to read their work aloud, that I'd be the only one reading and commenting on it unless they gave permission for it to be otherwise, and that at the end of the workshop anyone who wanted to see their play performed would have time to have it stage-read. No one wanted anything but protected anonymity in the first weeks of the workshop. All the writing was for my eyes only. By the end, however, students were volunteering to not only have their own work read and performed, but also to be the ones reading and performing their peers' work. They went from being afraid to write a play at all to being a roomful of budding actors, reading each other's plays and vying for roles they thought they could play to the hilt in front of everyone.Those students, of course, deserve most of the credit for their own willingness to be engaged and to trust me. Every student does because it's far scarier to be a student than it is to be an instructor even on the most frightening of teaching days. That said, however, I think I can safely say that it was my willingness to teach people and not playwriting, to give my students the safety of a strong, present leader who could make up rules on his feet instead of letting them flounder when finding their own way became paralyzing and counter productive that helped us all achieve some meaningful amount of learning and self-discovery. When prompted several months later by the creative-writing teacher for whom I'd run the workshop to write about their favorite and least favorite parts of her class, one student wrote this:"I would love to take Creative Writing again and write another 10-minute play. That is (so far) my absolute favorite assignment of my high school career. In Creative Writing class, I was scared because it seemed like a lot of work, but it turned out to help me find my passion. I'm an okay writer. I need some improvement, but I loved writing scripts and such. Watching people in class perform my play was a dream come true."Teaching people is my dream come true, and I look forward to doing it for as long as there are people willing to learn.

I am a non-French student of French living in Brooklyn, New York. I enjoy film, literature and writing. I recently spent six months studying in Paris at La Sorbonne Nouvelle.

My passion is sharing knowledge with others. I'm a Multi-Subject Tutor who enjoys seeing D's become A's and School frustration become satisfaction. My only goal is to deliver students the results they deserve so they can reach higher levels in education and in life

I am going into my junior year at the University of Vermont. At school I am an Environmental Studies major with English and Political Science minors. Reading and writing are two important passions of mine, and I enjoy analyzing a great book as much as I enjoy writing an extremely strong piece myself. When it comes to tutoring I have been told by many clients in the past that I bring a unique level of positive energy and dedication to the table, as I am an incredibly social and energetic person that prides myself in getting the best out of every one of my students. My friendly attitude is a large part of why I love being able to help students improve at different subjects, in my opinion nothing beats watching a student grow in confidence in a subject. Outside of the classroom I am a huge sports and nature lover, someone who is just as willing to sit and watch a game as I am to go on a hike with some friends. After college I hope to pursue a career in sports journalism, a field in which I could truly harness my love of writing and being a outgoing and social individual!

I found a joy for tutoring while helping my college football teammates with their math courses. I currently help my niece who is in the 5th grade with al her math courses. I love math and science and willingly use my knowledge to help others. I am a visual learner and would use visual mediums to help with tutoring. I graduated from Delaware State University with a BS in Business Economics. I love sports, outdoor actives, motorcycles, animation and technology.

I'm passionate about tutoring because I think learning and seeking help when needed is so important! My favorite subject to both learn about and tutor is English, especially writing and AP English Language and Composition. I'm a sophomore at Loyola University Chicago with a double major in English and History, and I have previous writing experience with three newspapers including the AJC and NPR. I'm also qualified to tutor Latin and History, with which I have a high level of experience. I have plenty of experience working with students of all ages and experience levels, mostly high school to college level. I'm excited to potentially work with you!