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Getting started with your Richmond GMAT prep can seem daunting at first, but Varsity Tutors can help you get on the right track. There is no need to go at it alone. Studying with other students in a class or with a tutor during private mentoring sessions can enhance your test preparation and take it to a totally new level.
If you are applying to a business school, such as the Virginia Commonwealth University School of Business, you likely have to take the GMAT before applying. Many admission boards at business schools such as the Robins School of Business at the University of Richmond expect serious students who are applying to their school to take the GMAT. Your scores on the GMAT can be an indicator of how well you will fare in the classes at the school and whether your level is on par with other students.
Regardless of why you are attending business school, professional test preparation could help you out. It does not matter if you are a current student or someone who is currently working and going back to school in an attempt to improve your ability to find a different job.
What do I need to study during my GMAT preparation?
There are four sections on the GMAT. These four sections can be taken in one of three sequences. The sequence shown below is only one of those possible. Regardless of which sequence you take the test in, you will have the same amount of time for each section.
The first section is the Analytical Writing Assessment. Do you feel as if your writing skills are up to par? Are you able to evaluate arguments and respond to them? Are you able to craft compelling arguments that are presented in an organized fashion, and are you able to present them with data or evidence to support your arguments? You will be tested on how well you can do all of those things. You will have half an hour to craft your essay.
The next section is the Integrated Reasoning section. You will be presented with various data points. For example, you may see graphs, tables, charts, text, and other sources of information. Your job will be to synthesize all of the various data points that are given to you. You will have to be able to do two-part analysis as well. You will have half an hour to answer 12 questions.
Next comes the Quantitative Reasoning section. Here, you will have to use your reasoning skills to figure out answers to questions based on data that is provided to you. For example, you may be given two statements and be required to figure out if there is enough data within them to answer the questions.
Finally, there will be the Verbal Reasoning section. Here, you will be tested on your reading comprehension skills. Are you able to fully comprehend arguments that are presented to you? You will be measured on your ability to evaluate and respond to arguments with arguments of your own.
What type of Richmond GMAT prep should I look for?
There are a number of options available to you when it comes to preparing for the GMAT test. Your first option is enrolling in a Richmond GMAT prep course. This can be either a two-week or a four-week course.
There are a number of benefits of signing up for a Richmond GMAT prep class. First of all, these are all virtual classes. Since they are conducted online, you can attend without commuting from the comfort of your own home. At the same time, you get to interact with a knowledgeable instructor who can help you and the other students prepare for this important exam. The instructor can encourage lively discussions in which students work together and collaborate in order to help each other prepare.
The instructor can also give the class tips on how to be better at taking tests in general. As mentioned, the GMAT exam has time limitations for all of its sections. What are you going to do if you face a question on one of the multiple choice sections that you are unsure of the answer to? In that case, the instructor may recommend that you take your best guess, proceed to the other questions, or go back if the section allows and if you have enough time.
Another thing that you can do is sign up to study with a private Richmond GMAT tutor. A private mentor can study with you in a relaxed and comfortable environment, allowing you to focus exclusively on your studies without having to worry about any distractions. With a private educator, you can ask as many questions as you would like without having to worry about holding up the class and preventing the other students from moving on. A private educator may also advise you to focus on specific areas of the test more. They can work with you until you gain a better understanding of the subjects or topics that you previously were having difficulty with. The beauty of studying with a private instructor is that you do not have to waste time on topics or areas in which you already have an understanding.
With a private educator, you also have the opportunity to study with someone who you can develop a rapport with. This can help you in your studies. Studying with someone who you enjoy studying with can help increase your motivation to learn.
Finally, there is a third option, and that is opting for both a class and private mentoring sessions. This gives you the chance to receive all of the benefits of both prep methods and makes for an excellent GMAT preparation strategy.
What should I do to get started with Richmond GMAT prep?
Regardless of whether you are looking for a GMAT class, private mentoring, or both, we can help. Varsity Tutors can help you get started with any of the above, so contact us to start your Richmond GMAT preparation.
Jordan: Richmond GMAT test prep instructor
...16 years of experience in taking tests and progressing through school. Hi, My name is Jordan, I am a University of Richmond graduate with a desire to help you reach the next level in your academic pursuits. I am qualified to teach Spanish, Accounting and Finance as well as a few math classes. I would love to meet you and help you overcome whatever challenges may be preventing you from achieving your true potential.... I love hands- on learning, I believe if something can be broken down into multiple easy to understand steps, which is the key to understanding. I strive to more than just help someone memorize information but to internalize and truly grasp the knowledge.
Education & Certification
- University of Richmond - Bachelors, Accounting
Subject Expertise
- GMAT
- Financial Accounting
- AP Microeconomics
- AP Calculus AB
- +48 subjects
Cora: Richmond GMAT test prep instructor
...aged 5-12 with a program called Mad Science. I am currently a certified teacher, where I teach gifted children at the high school level. Over the past few years, I have tutored SOL prep in Biology, Math and Chemistry. In addition to my work with Varsity Tutors, I am also teaching Biology at a community college, and am tutoring in an after school program at an elementary school. Not only have I worked with a...
Education & Certification
- Virginia Commonwealth University - Bachelors, Biology, General
- Virginia Commonwealth University - Masters, Biology, General
Subject Expertise
- GMAT
- GRE
- LSAT
- MCAT
- +77 subjects
Education & Certification
- United States Naval Academy - Bachelor of Science, Political Science and Government
- Columbia University in the City of New York - Doctor of Philosophy, Psychology
Subject Expertise
- GMAT
- MCAT
- GRE
- LSAT
- +67 subjects
Andrew: Richmond GMAT test prep instructor
...college-level finance classes to acclaim and CFA exam classes. I currently mentor several professionals and am tutoring one for the CFA Level 1 exam. I am also an expert in all aspects of the GMAT. I enjoy teaching the most when I see the light of understanding turn on in the student and not just academically but with real-world applicability whenever possible (especially regarding investing). I listen to the student's needs within the context of...
Education & Certification
- The University of Alabama - Bachelor in Arts, Finance
- The University of Alabama - Master of Arts, Economics
Subject Expertise
- GMAT
- GMAT Integrated Reasoning
- GMAT Analytical Writing Assessment
- GMAT Quantitative
- +10 subjects
Anu: Richmond GMAT test prep instructor
...to train and tutor budding Med School and Dental School students subjects such as anatomy physiology, microbiology, pathology, pharmacology, radiology and many more. I am a professional Mathematician and Statistician along with rigorous expertise in Public Health and Epidemiology. I am proficient in Statistical Analysis Programming languages such as SAS, SQL, and others such as Tableau, PowerBI, SPSS, and intermediate to advanced MS Excel. I am also an expert in all the ranges of Biology,...
Education & Certification
- Foreign University - Bachelor of Science, Predentistry
- University of Southern Mississippi - Master in Public Health, Public Health
Subject Expertise
- GMAT
- GRE Subject Tests
- GRE
- MCAT
- +75 subjects
Andrew: Richmond GMAT test prep instructor
...Richmond. Though I am fully qualified and capable of tutoring any subject related to English, one of the things I have enjoyed the most success with as a teacher is preparation for standardized tests. I also very much enjoy teaching British literature and the writing process. There is no better feeling to me than seeing the gratitude in a student's face when he or she exceeds expectations and can go on to complete the next...
Education & Certification
- James Madison University - Bachelors, English
- James Madison University - Masters, Secondary Education
Subject Expertise
- GMAT
- MCAT
- GRE
- GRE Subject Tests
- +99 subjects
Collen: Richmond GMAT test prep instructor
I am passionate about mathematics test preparation and core mathematics understanding. Through repetition, technology, and real world scenarios the toughest mathematics road blocks can be taken out. I also thoroughly enjoy helping people crush college and graduate school entry exams. If it involves mathematics, statistics, or technology it is my kind of stuff.
Education & Certification
- Virginia Commonwealth University - Bachelor of Science, Applied Mathematics
- Virginia Commonwealth University - Masters in Education, Curriculum and Instruction
Subject Expertise
- GMAT
- GRE Subject Tests
- GRE
- GED
- +56 subjects
Education & Certification
- Rice University - Bachelor in Arts, Economics
Subject Expertise
- GMAT
- Business Statistics
- AP Macroeconomics
- Algebra 2
- +39 subjects
Education & Certification
- Indian institute of Technology - Bachelor of Engineering, Mining and Mineral Engineering
- University of Maryland-College Park - Masters in Business Administration, Finance
Subject Expertise
- GMAT
- Middle School English
- SAT Math
- Algebra
- +51 subjects
Devaney: Richmond GMAT test prep instructor
...be the bridge between my students Nd their learning/academic goals. I designed my own LSAT curriculum from a diverse body of prep materials, that I continuously update and improve/adjust based on my actual students' responses and feedback during our sessions. Ultimately, I want to be a facial for; to foster and sustain a collaborative educational environment that provides each and every student with the knowledge, confidence, and motivation to become a self-directed, self-regulated learner.
Education & Certification
- Spelman College - Bachelor in Arts, Political Science and Government
- Georgetown University Law Center - Juris Doctor, Legal Studies
Subject Expertise
- GMAT
- GRE
- LSAT
- Study Skills
- +23 subjects
Daniel: Richmond GMAT test prep instructor
...interact. I enjoy both the puzzle aspects of STEM subjects and the ability the literary arts have to make me believe I am watching events unfold in another time and place. When I'm not learning, I enjoy working with my hands. I've built a variety of furniture, I care for a 2500 square foot garden, and I raise chickens. I have both a pilot's license and a motorcycle license, though I don't ride either at...
Education & Certification
- Utah Valley University - Bachelors, Aviation Administration
- Arizona State University - Masters, Business Administration - Supply Chain Management
Subject Expertise
- GMAT
- Arithmetic
- Statistics
- Macroeconomics
- +49 subjects
Vishnu: Richmond GMAT test prep instructor
...the Joshua R. Zontek Scholarship Fund, to help high school students achieve their dream of attending college. I've been fortunate to have had tutoring supplement my early educational development, and I sincerely look forward to imparting the benefits of this prior experience on other students to help them reach their full potential. Education is the foundational building block of the next generation, and I'm excited to do my small part to groom the leaders of...
Education & Certification
- West Virginia University - Unknown, Finance
- Claremont McKenna - Master of Arts, Finance
Subject Expertise
- GMAT
- GMAT Analytical Writing Assessment
- Writing
- 12th Grade Writing
- +67 subjects
John: Richmond GMAT test prep instructor
I graduated from the American Academy of Dramatic Arts in NYC in 2008, the oldest English speaking acting conservatory in the world. I graduated Summa from University of St Thomas with a BA in English, and just wrapped up a MS in Data Science from Northwestern. I'm a huge Red Sox fan and love watching detective shows when I have free time.... Positivity. Always. I believe that if a student is given positive tools and is allowed to understand the material rather than be lectured at, they're more likely to do well in the future.
Education & Certification
- American Academy of Dramatic Arts - Associates, Acting
- University of St. Thomas - Bachelor of Fine Arts, English/Drama
Subject Expertise
- GMAT
- GRE
- IB Theatre HL
- College Algebra
- +110 subjects
Jean: Richmond GMAT test prep instructor
...Im not working remotely as a CRM consultant or shooting photography, Ive been working on Prezi presentations and reviewing various test prep books to gather meaningful and common practice problems to teach. I would credit my teaching philosophy to my mom - a college psychology professor prior to immigrating to the U.S. The methods she used to help me learn and to drive my curiosity still influence how I think and learn concepts today. From...
Education & Certification
- University of California-Los Angeles - Bachelors, B.S. Mathematics/Economics
Subject Expertise
- GMAT
- SAT Reading
- SAT
- Algebra 2
- +30 subjects
Stacie: Richmond GMAT test prep instructor
...and goals. I previously taught high school for several years and also have tutoring experience in a wide variety of subject areas. At this time, I focus almost exclusively on assisting students seeking top scores on graduate admissions exams, including the GRE, GMAT and LSAT. In my free time I enjoy watching all kinds of sports, reading, playing board games, going to concerts, and spending time with my friends, family, and 4-pound Chihuahua Pinkie.... My teaching philosophy is essentially that all students have the capacity and desire to learn. Some individuals may just need individualized instruction in particular subject areas or with study skills and time management. I think that building confidence is one of the most key components to academic success, and I strive to do so with every student.
Education & Certification
- The University of Texas at Arlington - Bachelors, English
- Texas AM University - Commerce - Current Grad Student, Secondary Education
Subject Expertise
- GMAT
- GRE
- MCAT
- GRE Subject Tests
- +134 subjects
Taylor: Richmond GMAT test prep instructor
...passionate about teaching and also volunteered for after school programs at nearby public schools. I now work as an engineer/business analyst. In my free time I enjoy martial arts and traveling. I took the GMAT a few weeks ago and did very well. All the learning techniques and tricks are fresh in my mind so I'll be sure to raise your score! I also enjoy tutoring math and science. Looking forward to working with you!
Education & Certification
- Washington University in St Louis - Bachelor of Science, Mechanical Engineering
Subject Expertise
- GMAT
- Trigonometry
- Geometry
- SAT Subject Test in Mathematics Level 1
- +19 subjects
Vince: Richmond GMAT test prep instructor
...Act Advisory Committee for President George H.W. Bush, and the Environmental Technology Export Council for President Clinton. My goal is to inspire students and help them prepare for opportunities in the rapidly growing STEM fields. I am certified to teach Mathematics and Physics in Grades 6-12. I enjoy tutoring students in physics, all types of math, and standardized test preparation. In my spare time, I enjoy reading, writing and consulting in national policy matters.... Socio-cultural Philosophy of Education "Ensuring that Every Child Learns Mathematics" As Ayn Rand observed in her Introduction to the Objectivist Epistemology, “Man’s mathematical and conceptual abilities develop simultaneously.” (Rand, 1970) Mathematics is the product of abstraction and logical reasoning; two skills essential for Information Age (knowledge) workers in the 21st Century. It is used and understood throughout the world in such important fields as the natural and social sciences, engineering, and medicine. As the Industrial Age continues to mature and decline, facility with mathematics and conceptualization has become a key element in the workforce’s ability to adapt and thrive as knowledge workers. When I first read about Dr. Robert P. Moses and The Algebra Project (Moses, 2001), I was struck by his proposals for providing students with “evidence” for the mathematics being taught. The five-step circular process he described was virtually identical to the process I was mentored through as an apprentice engineer, and it resonated with my earliest social training. Epistemic Position My first introduction to social philosophy came during the late 1950’s at the feet of my father, a Sociologist with the NYC Welfare Department, and my great uncle, a Roman Catholic Monsignor and head of the New York Catholic School System. John Dewey’s Democracy and Education (Dewey, 1916) was a staple of discussion, and impactful enough to inspire an impressionable young man to publish an article in the Chicago Tribune in 1969 on the topic. Revisiting Dewey today Renee Hobbs observes, “Dewey asserted that learning cannot be standardized because it always takes place against the backdrop of the learner’s particular knowledge and life experiences. For this reason, he suggested that teachers tie new material to their students’ individual perspectives and give them the freedom to subject it to testing and debate.” (Hobbs, 2011) And, Tom Leddy reminds us that, “To Dewey each individual was an organism situated in a biological and social environment in which problems were constantly emerging, forcing the individual to reflect, act, and learn. Dewey, following William James, held that knowledge arises from reflection upon our actions and that the worth of a putative item of knowledge is directly correlated with the problem-solving success of the actions performed under its guidance. (Leddy, 2008) The dual emphasis on problem-solving and the relevance of the social environment on the individual’s motivation to reflect, act and learn is as relevant to the challenges faced at inner city schools today as it was 100 years ago. Vision and Rationale for an Optimal Student Learning Environment I am impressed by the TARGETS approach to task, autonomy, recognition, evaluation, time and social support evocated by ¬Anderman and Anderman, 2009, and summarized by Ormrod (2012) as follows: • Classroom Tasks affect motivation. • The amount of Autonomy students have affects motivation, especially intrinsic motivation • The amount and nature of Recognition students receive affects their motivation. • The Grouping procedures in the classroom affect motivation. • The forms of Evaluation in the classroom affect motivation. • How teachers schedule Time affects motivation. • The amount of Social Support students believe they have in the classroom affects motivation. Description of and Rationale for Proposed Teaching Strategies The afore-mentioned TARGETS Program contains both the description and the rationale for the specific teaching strategies that will be implemented in my classroom. • Present new topics through interesting, engaging, and perhaps emotionally charted tasks that are relevant to student’s lives and goals. Promote understanding rather than rote learning, and provide students with the scaffolding required for success. • Give students choices about what they learn, when possible, and teach self-regulation strategies. Have students take leadership roles in the classroom with responsibility for regulating practices and policies. • Acknowledge personal and social achievements in addition to academic ones, and reward incremental improvement. Tie students’ efforts to their successes, and use concrete reinforcers only when intrinsic motivation fails. • Provide group interaction (cooperative learning, peer tutoring), and create small-group activities where everyone can taste success. Teach the requisite social skills. • Create specific, clearly understood evaluation criteria. Discourage competition, and provide specific feedback on what students do well, and practical suggestions on improvement. • Give students sufficient time for mastery over important concepts and skills. Build variety and change-of-pace into the program, and let student interests dictate certain activities. • Create a general atmosphere of mutual caring, respect and support for all class members. Convey affection and respect for every student and project a sincere eagerness to help every student succeed. Create situations where students feel comfortable participating actively in classroom activities. Mathematics should be taught in this way for two very important reasons: 1. Workforce entrants today are not adequately prepared to contribute in companies in the most dynamic fields. High tech companies increasingly recruit knowledge workers trained in the STEM disciplines, while low-tech jobs get outsourced to emerging economies like India and China, where middle class lifestyle expectations are much lower than they are in the United States. As I frequently advise young men and women, in the economy of the future, George Jetson will not earn a middle class living as a digital operator (pushing a button) in a high-tech factory. To reverse a decade’s long decline in the U.S. Middle Class and average worker salaries, and return to full employment, we must give every student the tools they need in our high-tech economy. 2. Workers graduated with degrees in STEM disciplines need to be prepared for work in team-oriented, problem solving companies that value the sharing of expertise. This means being prepared to work effectively in multi-disciplinary, multicultural settings; being capable of reducing complex problems to abstractions that can be systematically and intuitively understood, modeled and solved; and being prepared to exercise leadership when necessary. I would address the first issue by following Dr. Shirley M. McBay’s recommendations in “Improving Education for Minorities.” We can stop segregating students by ability, and ensure that our classrooms promote rather than discourage the education of minorities and at-risk students. Here, too, the contributions of educators like Dr. Robert P. Moses in the Algebra Project address not only previously disenfranchised students but, as we observed, they fill important gaps in the education of even our most privileged scientists and engineers. Teaching techniques like cooperative learning and peer tutoring, directly address the development of the kind of team-oriented problem solving skills prized by high-tech industry, while also serving to lift the achievement level of every participant. My goal is to use my years of experience with mathematics applied across a broad range of industries and functional roles, and my experience dealing in a multicultural, multinational setting with people running the gamut from construction workers, to research engineers, to sophisticated Boards of Directors; and apply it to presenting Dr. Moses’ “evidence” to students of the Atlanta Public School System in the kind of visceral and authentic way that will prepare them for success in what lies ahead. In so doing, my hope is to develop a culture of problem solving in my classroom where students see each knew problem as a challenge to be relished, and one for which they have the tools and support to successfully solve. In that “Authentic activities can increase the probability that students will transfer knowledge, skills and problem-solving strategies to real-world contexts;” (Ormond, 2012) my goal will be to use my background to develop the kind of authentic activities that can ultimately meet Dewey’s criteria “that the worth of a putative item of knowledge is directly correlated with the problem-solving success of the actions performed under its guidance.” (Leddy, 2008) Theory of learning most consistent with my Learning Philosophy Contemporary Cognitivism (Ormrod, 2012) is the learning theory most consistent with my personal philosophy; and most particularly the Contextual Theories often referred to as Sociocultural Theory with its roots in Vygotsky’s theory of cognitive development. In particular, I plan to implement some of the problem-based learning (PBL) strategies (Ormond, 2012) for collaborative inquiry that is in such high demand in the private sector in this Information Age. In this, I can bring to bear my extensive experience in the STEM fields and such relevant markets as Energy, Environment and Community Development. References 1. Anderman, L.H. and Anderman, E. M., (2009) Oriented towards mastery: Promoting positive motivational tools for students, in R. Gilman, E.S. Huebner, & M.J. Furlong (Eds.) Handbook od positive psychology in schools, (pp. 161-173) New York, Routledge. 2. Dewey, J., 1916, Democracy and Education: An Introduction to the Philosophy of Education, New York: Macmillan. 3. Hobbs, Renee. Digital and Media Literacy: Connecting Culture and Classroom. Thousand Oaks, CA: Corwin, 2011. 4. Leddy, Tom, “Dewey’s Aesthetics”, The Stanford Encyclopedia of Philosophy (Fall 2008 Edition), Edward N. Zalta (ed.), URL = <http://plato.stanford.edu/archives/fall2008/entries/dewey-aesthetics/>. 5. Shirley M. McBay, Improving Education for Minorities. Office of the Dean for Student Affairs, MIT, Cambridge, Mass.: 1986. 6. Moses Robert P. and Cobb, Charles, Radical Equations: Civil Rights from Mississippi to the Algebra Project, Beacon Press, 2001. 7. Ormrod, Jeanne Ellis, Human Learning. 6th Edition. Pearson 2012. 8. Rand, A. 1966–67. Introduction to Objectivist Epistemology. 2nd edition. Meridian 1970.
Education & Certification
- Southern Methodist University - Bachelors, Civil Engineering
- Georgia State University - Masters, MAT-Mathematics
Subject Expertise
- GMAT
- LSAT
- GRE
- ACT Reading
- +33 subjects
Erin: Richmond GMAT test prep instructor
...and university students for about 12 years. Similarly, have 12 years of experience with the SAT, ACT, and ISEE/SSAT, and about 4 years of experience teaching GRE and GMAT. As far as hobbies go, I enjoy reading science fiction, classic literature, and comic books. Rock-climbing is a big thing for me, as is Brazilian Jiu-Jitsu. I'm also into dancing, including salsa, bachata, zouk, swing, and Argentine tango. Also I love science! I study it every...
Education & Certification
- Stanford - Bachelors, Biology, General
Subject Expertise
- GMAT
- GRE
- Test Prep
- Arithmetic
- +77 subjects
Eric: Richmond GMAT test prep instructor
When I was in 8th grade, I was struggling with pre-algebra (I couldn't seem to wrap my head around distance/rate/time problems). I found myself loathing a class I had once loved. I started working with a tutor and going from barely getting by to being successful in that class was a very fulfilling feeling that I hope to continue to pass on to others.... The best teachers are always trying to learn as well.... Get to know his/her likes and dislikes, and identify where they are strong to build up confidence. Create a friendly and casual atmosphere.
Education & Certification
- Northwestern University - Bachelors, Industrial Engineering and Economics
- NYU Stern - Current Grad Student, Master of Business Administration
Subject Expertise
- GMAT
- AP Calculus AB
- Trigonometry
- PSAT
- +30 subjects
Sherry: Richmond GMAT test prep instructor
...and art come alive through historical contexts. Though born and raised and still in NYC, Sherry loves traveling. Besides traveling, she loves reading, drawing, playing guitar, practicing yoga and a myriad of other things she can't think to type into a description box that is only a simulacrum of herself. Sherry has been a teaching assistant at prep centers like Kumon for years, and a tutor for longer, helping many students achieve their schoolwork and...
Education & Certification
- New York University - Bachelors, Biochemistry
Subject Expertise
- GMAT
- GRE Subject Tests
- GRE
- SAT Subject Test in Chemistry
- +90 subjects