I have a PhD from Brown University and an MPhil from the University of Oxford, both in Classics. My area of specialty is the Late Antique Latin poet Claudian and his works. I am also the Assistant Director of the Writing Program and Writing Center at a small liberal arts college, where I teach academic writing, first year seminar, and topics in expository writing. Helping students learn the habits of mind that are needed to express and develop their thoughts at a college level is the core of my job, and something that I take great enjoyment out of. I believe that communication should not be delegated to AI but should remain a uniquely human function-- that said, writing is hard! I will always work to normalize and validate the struggle of learning to write and can't promise any easy fixes or quick tips. I can promise to help students take control of the writing process and begin to uncover their own voices.

I am a graduate of Simon Fraser University where I received a B.A in Psychology and World Literature with a focus on the role of culture in people's understanding of the world. I have always been deeply passionate about supporting and empowering other people, and so, after my graduation, I worked in the field of mental health and social work mainly by coaching and mentoring young people and offering them tools to build more fulfilling lives. I also have worked in the academic setting at the University of Victoria as a job coach, where one of my main roles was to teach job hunting skills as well as soft skills to overcome challenges in the workplace. Finally, I have worked as a professional English language teacher for students in various corporative roles. I am deeply passionate about creative writing, literature, philosophy, and history, and so, these are the topics I enjoy tutoring the most. My teaching philosophy is founded on two key principles, the first one is creating a bridge between the student and the material in a way that it becomes not only relevant, but useful and even inspiring. The second principle is comcerned with cultivating a stromg sense of rapport which then allows for an engaging space between tutor and student where learning is dynamic and engaging. When I am not working, I will be writing and reading, I am a published poet and currently working on a narrative piece.

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.

Brown University BA (Latin and Sanskrit) and UCLA PhD (Indo-European Studies) with extensive teaching experience in language and linguistics.

I am eager to support students in their academic journeys through Varsity Tutors. With a Bachelor's degree in Political Science and History from Columbia University, I specialize in subjects such as AP English Language and Composition, AP US History, AP World History, Research Skills, Math, Reading, Writing, Essay Editing and GRE preparation. My experience includes mentoring students at Gonzaga College High School, tutoring students at Columbia University and coordinating academic programs at Howard University, where I honed my ability to simplify complex concepts into clear, engaging lessons. I believe in a student-centered approach that emphasizes individual needs, goal setting, and active feedback, fostering ownership of the learning process. My passion for teaching stems from a desire to help students build confidence and connect their studies to the real world, making learning both meaningful and enjoyable. I look forward to inspiring a love for knowledge in my students!

Hello! I am a third-year law student at Georgetown Law looking to provide academic and test-prep advice. I have applied to undergraduate schools and law school and have lots of experience going through the application process. I know it can be a stressful time, and I'd love to help however I can. This includes the SAT, ACT, and LSAT, all of which I have done well on (1550 / 35 / 174). I'm also happy to help with various academic subjects, particularly statistics and math up to AP Calculus; writing and grammar; and Latin. Look forward to meeting you all!

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.

History Major and Jewish Studies Minor from the University of Virginia. Juris Doctor from the Georgetown University Law Center. I enjoy working with students of all ages in a range of different subjects. I am committed to developing tailored learning plans designed to help each student achieve his or her goals.

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.

As a recent college graduate, I fully understand the pressure to succeed in the modern education system. I have tutored classmates throughout high school through our National Honor Society. In college, I also worked with many different people to support each other in our undergraduate courses. After the COVID-19 pandemic, I believe education is at risk of returning to basic memory rather than true understanding and application of knowledge. Rather than focusing on grades, my teaching and learning philosophy involves using education as a tool to view the world in new ways. I have a passion for all subjects, ranging from chemistry, to writing, to philosophy, and love the inherent connection between all subjects. I especially enjoy teaching math and science, with an interest in writing and literature as well. I hope to share this same passion with everyone--students, peers, and teachers.

I have a PhD from Brown University and an MPhil from the University of Oxford, both in Classics. My area of specialty is the Late Antique Latin poet Claudian and his works. I am also the Assistant Director of the Writing Program and Writing Center at a small liberal arts college, where I teach academic writing, first year seminar, and topics in expository writing. Helping students learn the habits of mind that are needed to express and develop their thoughts at a college level is the core of my job, and something that I take great enjoyment out of. I believe that communication should not be delegated to AI but should remain a uniquely human function-- that said, writing is hard! I will always work to normalize and validate the struggle of learning to write and can't promise any easy fixes or quick tips. I can promise to help students take control of the writing process and begin to uncover their own voices.

I am a graduate of Simon Fraser University where I received a B.A in Psychology and World Literature with a focus on the role of culture in people's understanding of the world. I have always been deeply passionate about supporting and empowering other people, and so, after my graduation, I worked in the field of mental health and social work mainly by coaching and mentoring young people and offering them tools to build more fulfilling lives. I also have worked in the academic setting at the University of Victoria as a job coach, where one of my main roles was to teach job hunting skills as well as soft skills to overcome challenges in the workplace. Finally, I have worked as a professional English language teacher for students in various corporative roles. I am deeply passionate about creative writing, literature, philosophy, and history, and so, these are the topics I enjoy tutoring the most. My teaching philosophy is founded on two key principles, the first one is creating a bridge between the student and the material in a way that it becomes not only relevant, but useful and even inspiring. The second principle is comcerned with cultivating a stromg sense of rapport which then allows for an engaging space between tutor and student where learning is dynamic and engaging. When I am not working, I will be writing and reading, I am a published poet and currently working on a narrative piece.

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.

Brown University BA (Latin and Sanskrit) and UCLA PhD (Indo-European Studies) with extensive teaching experience in language and linguistics.

I am eager to support students in their academic journeys through Varsity Tutors. With a Bachelor's degree in Political Science and History from Columbia University, I specialize in subjects such as AP English Language and Composition, AP US History, AP World History, Research Skills, Math, Reading, Writing, Essay Editing and GRE preparation. My experience includes mentoring students at Gonzaga College High School, tutoring students at Columbia University and coordinating academic programs at Howard University, where I honed my ability to simplify complex concepts into clear, engaging lessons. I believe in a student-centered approach that emphasizes individual needs, goal setting, and active feedback, fostering ownership of the learning process. My passion for teaching stems from a desire to help students build confidence and connect their studies to the real world, making learning both meaningful and enjoyable. I look forward to inspiring a love for knowledge in my students!

Hello! I am a third-year law student at Georgetown Law looking to provide academic and test-prep advice. I have applied to undergraduate schools and law school and have lots of experience going through the application process. I know it can be a stressful time, and I'd love to help however I can. This includes the SAT, ACT, and LSAT, all of which I have done well on (1550 / 35 / 174). I'm also happy to help with various academic subjects, particularly statistics and math up to AP Calculus; writing and grammar; and Latin. Look forward to meeting you all!

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.

History Major and Jewish Studies Minor from the University of Virginia. Juris Doctor from the Georgetown University Law Center. I enjoy working with students of all ages in a range of different subjects. I am committed to developing tailored learning plans designed to help each student achieve his or her goals.

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.

As a recent college graduate, I fully understand the pressure to succeed in the modern education system. I have tutored classmates throughout high school through our National Honor Society. In college, I also worked with many different people to support each other in our undergraduate courses. After the COVID-19 pandemic, I believe education is at risk of returning to basic memory rather than true understanding and application of knowledge. Rather than focusing on grades, my teaching and learning philosophy involves using education as a tool to view the world in new ways. I have a passion for all subjects, ranging from chemistry, to writing, to philosophy, and love the inherent connection between all subjects. I especially enjoy teaching math and science, with an interest in writing and literature as well. I hope to share this same passion with everyone--students, peers, and teachers.