I am a PhD student in Classics (Ancient Greek and Roman studies) at the University of Washington. I have been tutoring Latin since 2015 and was a 5th and 6th grade Latin teacher for Basis.Ed from 2016-2018. I love working one-on-one with students of all ages to improve Latin skills!

I'm a student at Yale University majoring in both Economics and Global Affairs. Over the past 4 years, I am lucky to have worked with students of all ages and helped them reach their full potential. I offer tutoring services in all subjects, and I'm particularly interested in English, Economics, Government, and Math. My teaching philosophy centers on creating a safe, welcoming environment where students can learn at their own pace. Outside of academics, I enjoy spending time outside and enjoying good food with family and friends.

Hello! I am a recent Master's graduate in Conflict Resolution, having completed my Bachelor's degree in Psychology from Harvard, with 8+ years of College Essay, language tutoring, and general youth mentorship under my belt. While new to Varsity Tutors, I have spent the past 5+ years mentoring hundreds of students across the globe on their college application essays. My mentees have been accepted to top universities such as MIT, Cornell, Tufts, UC Berkley, and more! I take pride in supporting students craft application narratives that are unique and compelling, surpassing the admissions expectations while remaining authentic. College essay writing can be intimidating, tricky, and unfamiliar, I'll help you turn black box prompts into clear and convincing personal stories. I provide ground-up assistance, customizing our lessons according to your university goals regardless of where you find yourself in the process. I am also fluent in French (AP, SAT II, Citation from Harvard, professional speaking experience) and proficient in Latin (AP, SAT II, National Latin Exam Summa Cum Laude 4x). I'm passionate about languages, and I'll bring that expertise and excitement to our sessions. I look forward to collaborating with you to achieve your college and language goals!

I'm a massive Tolkien fan (test me!) and Trekkie as well as a current grad student at Yale in New Testament/Early Christianity, and a recent magna cum laude graduate of Brigham Young University in Near Eastern Studies. I love learning and have been blessed with an affinity for standardized tests. I'm here to help you with the LSAT and the GRE Verbal Reasoning section. My teaching philosophy is focused on helping students understand the internal logic of test questions. Let's work through some questions together!

I am determined to teaching everyone in the way they learn best, not just one way.

I've been lucky to have attended some fine educational institutions, though I don't come from the kind of background where such opportunities can be taken for granted. I believe every student should have the same opportunities as I've had, and I want to do everything I can to make those opportunities available to every student.

Biographical Profile: Joseph T Moller, M.A. Joseph Moller earned his B.A. from The Catholic University of America in Latin and Greek where he also studied German and French literature and was awarded a prize For Excellence in Latin. After building beach houses in Rhode Island, in partnership with two friends and starting the New Earth Wood and Stone Company, he began graduate studies at the University of Pennsylvania where he earned an M.A. in Classical Studies in 1977. The son of a mathematics professor and eldest of nine children, he grew up in Washington, DC benefiting from a rigorous Catholic education, first at his local parish school then from seventh grade on at St. Anselm's Abbey School, the city's premier college preparatory school for boys. There he studied Latin for six years, French for five, and Greek for four, and began a life-long love of language study, literature, and linguistics. Married in 1976, to Regina Paliotta, who holds a doctorate in French literature, the couple have five, now grown, children (and three grandchildren) who have continued their parents' dedication to service as teachers, social workers, and therapists. In 1979 after teaching in New England preparatory schools Joseph moved his family to Meriden, CT where he still resides. Together Joseph and Regina founded Transitus House, a family-based residential therapeutic program for adolescents. That center provided milieu therapy, counselling, intensive academic tutoring, experiences in carpentry, gardening and other manual work, and outdoor programs for thirty teenagers over a period of six years. As his own family grew, Joseph transitioned into a career in IT, and Regina into a teaching career at the Academy of Our Lady of Mercy Lauralton Hall that spanned thirty years. Joseph retired after a successful career in systems analysis and technology management in 2007 as an IT Director. He then returned to his first love: teaching, which he continues to this day as tutor in Latin, Greek and English and remedial reading tutor and writing coach. He is currently pursuing a second masters degree in English literature at CCSU, and he continues to enjoy hiking, backpacking and gardening. Statement of Teaching Philosophy Latin Instruction Everyone is capable of learning Latin, and every student can benefit from the study of Latin. Many and immense benefits accrue to students who learn Latin at least to the point of being able to read, if not speak it, with proficiency (I do believe that spoken Latin has its place). Since the unique benefits of Latin are well known through tradition, anecdote, and research, it is not necessary to discuss them here. It is my belief that the study of Latin is best approached as a cross-curricular subject. Because the Latin language and Roman culture have both had enormous influence on subsequent European and American language, literature, art, and political and social institutions, a full study of Latin requires investigation of all these areas. Learning and Teaching Each student at a given stage of development presents different needs, abilities, and experiences. It is clear then that all students do not learn in the same way and, therefore, teachers must be creative enough to meet each student individually using any of the available methods or styles and adapting them as necessary Although learning is ultimately an individual responsibility and accomplishment, it is best undertaken as an interactive, or in its fullest, as a community activity. Students learn from each other as well as from their teachers. The best model for this remains the question and answer dialogue introduced by Socrates in ancient Athens. There are many tools available to support the study of Latin. Textbooks are only one of them and should not be used in isolation. Visual presentations, dramatic dialogues, even games and crafts, as well as participation in intramural and extramural groups such as the Junior Classical League are all important in the Latin classroom. Assessment Although mastery of the language may be considered the primary standard, a variety of assessments must be used throughout a Latin course so that each student has the opportunity to succeed. In no case should a student be penalized in any way for not mastering material as fast as another. As with any skill, the point is that the skill has been mastered, not how long it took to get there or how many mistakes were made along the way. All assessments should reflect this. It is of the utmost importance that academic expectations be clearly set forth at the beginning of each course, that evaluations be scrupulously objective, frequent, and available to students for timely review. Responsibilities of Teachers The role of teachers is not only to provide knowledge. Teachers must also be facilitators of discussion through productive questioning and encouragement of students= own ideas. While encouraging them to learn from one another, teachers continually learn from their students. The classroom is a community of learners where students cooperate with one another, and willingly share ideas and suggestions Teachers must also ensure that their classroom is a supportive environment conducive to learning and governed by mutual respect. It is essential that behavioral and procedural expectations be set with input from students, clearly and in writing, so that students, parents and teachers can commit to meeting them. These expectations must also acknowledge that all school rules will apply without exception. These expectations set the stage for the expeditious, objective, and respectful handling in accordance with school policies of any disciplinary issues that may arise. It is also the responsibility of teachers to communicate freely and frequently with parents, counselors, and administrators so that all may contribute to building a learning alliance with the student.

I am convinced that the successes in my life have come from hard work and learning how to work in the right way and that natural talent is irrelevant. I try to push my students to accomplish their best while at the same time being happy with most results. I have taught almost 140 classes in Composition. I have achieved my PhD and have professional reading fluency in Greek and Latin. I finished a Masters in Latin from the University of Florida in the summer of 2018. I have six undergraduate Latin classes from Patrick Henry College with a 3.8 GPA. I have 3 years experience teaching overseas second language learners, including 1 year at an institute in Riyadh, Saudi Arabia and 2 years at an American college in Bahrain. I am here to help you in any way that I can and only as long as you need me.

I attend the University of Houston majoring in Biomedical Engineering. Every exam taken at UH was administered through the CASA facilities; for every test there were CASA Tutoring Sessions where I volunteered for every exam in all my classes and absolutely love it! Although I did help students that were in my science classes (BIO and CHEM), I would say my strongest subject is Mathematics, particularly Calculus. I have taken Calculus - Calculus 3 and will be continuing my Math enrichment with Differential Equations this fall semester. There's no bigger pleasure than seeing a pupil exceed in a subject he or she is struggling with. And it would be my pleasure to fully dedicate my time to anybody needing help with Mathematics and Foreign Languages. I have kept all my Calculus notes, workbooks, and textbooks, as well as many French and Spanish vocabulary workbooks ready to open and study! Please feel free to ask absolutely anything. I am looking forward to teaching everybody who is ready to learn!

I have always been a highly ambitious student and strive to learn in everything I do. In high school I became enthralled with my ACT exams, embracing the challenge and being reinvigorated with each improvement I could make; over the course of a year, I self-studied from a 21 to a 34 and even had fun doing it! With that score I was able to attend Columbia University where I received two BAs: one in Archaeology and the other in Classics with a focus on Latin. In each step of my educational journey, I have been interested in accessibility and have been passionate about spreading information as widely as I can. I am now pursuing an MA at Columbia's Teacher's College in Anthropology and Education, specializing in the experiences of Neurodivergent learners.

I am a PhD student in Classics (Ancient Greek and Roman studies) at the University of Washington. I have been tutoring Latin since 2015 and was a 5th and 6th grade Latin teacher for Basis.Ed from 2016-2018. I love working one-on-one with students of all ages to improve Latin skills!

I'm a student at Yale University majoring in both Economics and Global Affairs. Over the past 4 years, I am lucky to have worked with students of all ages and helped them reach their full potential. I offer tutoring services in all subjects, and I'm particularly interested in English, Economics, Government, and Math. My teaching philosophy centers on creating a safe, welcoming environment where students can learn at their own pace. Outside of academics, I enjoy spending time outside and enjoying good food with family and friends.

Hello! I am a recent Master's graduate in Conflict Resolution, having completed my Bachelor's degree in Psychology from Harvard, with 8+ years of College Essay, language tutoring, and general youth mentorship under my belt. While new to Varsity Tutors, I have spent the past 5+ years mentoring hundreds of students across the globe on their college application essays. My mentees have been accepted to top universities such as MIT, Cornell, Tufts, UC Berkley, and more! I take pride in supporting students craft application narratives that are unique and compelling, surpassing the admissions expectations while remaining authentic. College essay writing can be intimidating, tricky, and unfamiliar, I'll help you turn black box prompts into clear and convincing personal stories. I provide ground-up assistance, customizing our lessons according to your university goals regardless of where you find yourself in the process. I am also fluent in French (AP, SAT II, Citation from Harvard, professional speaking experience) and proficient in Latin (AP, SAT II, National Latin Exam Summa Cum Laude 4x). I'm passionate about languages, and I'll bring that expertise and excitement to our sessions. I look forward to collaborating with you to achieve your college and language goals!

I'm a massive Tolkien fan (test me!) and Trekkie as well as a current grad student at Yale in New Testament/Early Christianity, and a recent magna cum laude graduate of Brigham Young University in Near Eastern Studies. I love learning and have been blessed with an affinity for standardized tests. I'm here to help you with the LSAT and the GRE Verbal Reasoning section. My teaching philosophy is focused on helping students understand the internal logic of test questions. Let's work through some questions together!

I am determined to teaching everyone in the way they learn best, not just one way.

I've been lucky to have attended some fine educational institutions, though I don't come from the kind of background where such opportunities can be taken for granted. I believe every student should have the same opportunities as I've had, and I want to do everything I can to make those opportunities available to every student.

Biographical Profile: Joseph T Moller, M.A. Joseph Moller earned his B.A. from The Catholic University of America in Latin and Greek where he also studied German and French literature and was awarded a prize For Excellence in Latin. After building beach houses in Rhode Island, in partnership with two friends and starting the New Earth Wood and Stone Company, he began graduate studies at the University of Pennsylvania where he earned an M.A. in Classical Studies in 1977. The son of a mathematics professor and eldest of nine children, he grew up in Washington, DC benefiting from a rigorous Catholic education, first at his local parish school then from seventh grade on at St. Anselm's Abbey School, the city's premier college preparatory school for boys. There he studied Latin for six years, French for five, and Greek for four, and began a life-long love of language study, literature, and linguistics. Married in 1976, to Regina Paliotta, who holds a doctorate in French literature, the couple have five, now grown, children (and three grandchildren) who have continued their parents' dedication to service as teachers, social workers, and therapists. In 1979 after teaching in New England preparatory schools Joseph moved his family to Meriden, CT where he still resides. Together Joseph and Regina founded Transitus House, a family-based residential therapeutic program for adolescents. That center provided milieu therapy, counselling, intensive academic tutoring, experiences in carpentry, gardening and other manual work, and outdoor programs for thirty teenagers over a period of six years. As his own family grew, Joseph transitioned into a career in IT, and Regina into a teaching career at the Academy of Our Lady of Mercy Lauralton Hall that spanned thirty years. Joseph retired after a successful career in systems analysis and technology management in 2007 as an IT Director. He then returned to his first love: teaching, which he continues to this day as tutor in Latin, Greek and English and remedial reading tutor and writing coach. He is currently pursuing a second masters degree in English literature at CCSU, and he continues to enjoy hiking, backpacking and gardening. Statement of Teaching Philosophy Latin Instruction Everyone is capable of learning Latin, and every student can benefit from the study of Latin. Many and immense benefits accrue to students who learn Latin at least to the point of being able to read, if not speak it, with proficiency (I do believe that spoken Latin has its place). Since the unique benefits of Latin are well known through tradition, anecdote, and research, it is not necessary to discuss them here. It is my belief that the study of Latin is best approached as a cross-curricular subject. Because the Latin language and Roman culture have both had enormous influence on subsequent European and American language, literature, art, and political and social institutions, a full study of Latin requires investigation of all these areas. Learning and Teaching Each student at a given stage of development presents different needs, abilities, and experiences. It is clear then that all students do not learn in the same way and, therefore, teachers must be creative enough to meet each student individually using any of the available methods or styles and adapting them as necessary Although learning is ultimately an individual responsibility and accomplishment, it is best undertaken as an interactive, or in its fullest, as a community activity. Students learn from each other as well as from their teachers. The best model for this remains the question and answer dialogue introduced by Socrates in ancient Athens. There are many tools available to support the study of Latin. Textbooks are only one of them and should not be used in isolation. Visual presentations, dramatic dialogues, even games and crafts, as well as participation in intramural and extramural groups such as the Junior Classical League are all important in the Latin classroom. Assessment Although mastery of the language may be considered the primary standard, a variety of assessments must be used throughout a Latin course so that each student has the opportunity to succeed. In no case should a student be penalized in any way for not mastering material as fast as another. As with any skill, the point is that the skill has been mastered, not how long it took to get there or how many mistakes were made along the way. All assessments should reflect this. It is of the utmost importance that academic expectations be clearly set forth at the beginning of each course, that evaluations be scrupulously objective, frequent, and available to students for timely review. Responsibilities of Teachers The role of teachers is not only to provide knowledge. Teachers must also be facilitators of discussion through productive questioning and encouragement of students= own ideas. While encouraging them to learn from one another, teachers continually learn from their students. The classroom is a community of learners where students cooperate with one another, and willingly share ideas and suggestions Teachers must also ensure that their classroom is a supportive environment conducive to learning and governed by mutual respect. It is essential that behavioral and procedural expectations be set with input from students, clearly and in writing, so that students, parents and teachers can commit to meeting them. These expectations must also acknowledge that all school rules will apply without exception. These expectations set the stage for the expeditious, objective, and respectful handling in accordance with school policies of any disciplinary issues that may arise. It is also the responsibility of teachers to communicate freely and frequently with parents, counselors, and administrators so that all may contribute to building a learning alliance with the student.

I am convinced that the successes in my life have come from hard work and learning how to work in the right way and that natural talent is irrelevant. I try to push my students to accomplish their best while at the same time being happy with most results. I have taught almost 140 classes in Composition. I have achieved my PhD and have professional reading fluency in Greek and Latin. I finished a Masters in Latin from the University of Florida in the summer of 2018. I have six undergraduate Latin classes from Patrick Henry College with a 3.8 GPA. I have 3 years experience teaching overseas second language learners, including 1 year at an institute in Riyadh, Saudi Arabia and 2 years at an American college in Bahrain. I am here to help you in any way that I can and only as long as you need me.

I attend the University of Houston majoring in Biomedical Engineering. Every exam taken at UH was administered through the CASA facilities; for every test there were CASA Tutoring Sessions where I volunteered for every exam in all my classes and absolutely love it! Although I did help students that were in my science classes (BIO and CHEM), I would say my strongest subject is Mathematics, particularly Calculus. I have taken Calculus - Calculus 3 and will be continuing my Math enrichment with Differential Equations this fall semester. There's no bigger pleasure than seeing a pupil exceed in a subject he or she is struggling with. And it would be my pleasure to fully dedicate my time to anybody needing help with Mathematics and Foreign Languages. I have kept all my Calculus notes, workbooks, and textbooks, as well as many French and Spanish vocabulary workbooks ready to open and study! Please feel free to ask absolutely anything. I am looking forward to teaching everybody who is ready to learn!

I have always been a highly ambitious student and strive to learn in everything I do. In high school I became enthralled with my ACT exams, embracing the challenge and being reinvigorated with each improvement I could make; over the course of a year, I self-studied from a 21 to a 34 and even had fun doing it! With that score I was able to attend Columbia University where I received two BAs: one in Archaeology and the other in Classics with a focus on Latin. In each step of my educational journey, I have been interested in accessibility and have been passionate about spreading information as widely as I can. I am now pursuing an MA at Columbia's Teacher's College in Anthropology and Education, specializing in the experiences of Neurodivergent learners.