Mosab's AP Micro and Macro coursework overlaps heavily with the IB Economics SL syllabus — concepts like elasticity, market structures, and fiscal policy show up in both, and he knows how to translate that knowledge into the diagram-and-evaluate format IB papers require. His background in international relations adds a practical dimension when discussing topics like trade policy and exchange rates, grounding abstract models in real geopolitical context. Rated 5.0 by students.

Studying economics at MIT means Afton is actively working through the same micro and macro models — elasticity, market structures, fiscal policy — that show up on the IB Economics SL syllabus, just at a faster pace and higher resolution. She channels that fresh understanding into teaching students how to translate textbook theory into the diagram-heavy, definition-precise format IB papers actually grade on.

Tallat's dual master's work in business/marketing and public health finance means he encounters economic concepts like resource allocation, market failure, and cost-benefit analysis from two different angles — exactly the kind of multi-perspective thinking IB Economics SL evaluation questions reward. He teaches students to build their Paper 1 responses around the public policy applications that make abstract models concrete and earn marks for real-world examples. Rated 5.0 by students.

Carmen's Literature degree sharpened exactly the skill IB Economics SL papers test hardest: building a structured, evaluative argument under timed conditions. She doesn't have a formal economics background, but she's strong at teaching students how to organize their thinking — defining key terms precisely, walking through a diagram's logic, and then critically assessing assumptions in the kind of balanced paragraphs that earn top marks on Paper 1. Her 35 ACT reflects sharp analytical reading ability, which translates well to interpreting the data-response questions in Paper 2.

I am not someone who is satisfied when a student memorizes steps to solve a problem. I always want the student to understand what he/she is doing and why they are doing. This insight will make them a stronger, faster and better student, particularly in the field of mathematics. This brings the student long term results that could extend far beyond the work done in the tutoring sessions. Mathematics is my love and economics is my passion and because of this I bring incredible enthusiasm for the subject to my work. I bring the beauty of mathematics into my explanations, through theoretical and visual interpretations. In my spare time I like to paint and run.

Gabriel's years teaching English overseas — adapting lessons for adult professionals in Thailand and Laos — gave him practice breaking down unfamiliar concepts for audiences with varying backgrounds, a skill that transfers directly to unpacking IB Economics SL topics like market failure or exchange rate theory for students encountering them for the first time. His TEFL training emphasizes structured communication, which he applies to coaching the precise, definition-heavy evaluation paragraphs IB papers reward. Rated 4.9 by students.

An economics degree gives Shua more than textbook familiarity with the micro and macro concepts on the IB Economics SL syllabus — he understands how models like comparative advantage, price controls, and elasticity actually function in policy debates. His background directing an academic tutoring program means he's skilled at breaking down the kind of multi-step reasoning IB papers require, from setting up a correctly labeled diagram to building the evaluative argument around it.

Before medical school at Tufts, Eric earned his economics degree at BYU — so the micro and macro theory underpinning IB Economics SL (opportunity cost, market equilibrium, government intervention) is material he studied formally, not just picked up secondhand. His four years of university tutoring sharpened his ability to walk students through the kind of multi-step reasoning IB papers demand, from sketching a correctly labeled diagram to building the evaluative argument that earns top marks.

I am an interdisciplinary educator with an Ed.M. from the Harvard Graduate School of Education and a B.A. from Dartmouth College. My background is primarily in integrated arts learning and museum education and I specialize in visual arts, history and art history, and object-based learning. In all subjects, I take a creative, inquiry-based and learner-centered approach, designing opportunities for each unique individual to meet their learning goals.

I'm not tutoring or buried in my textbooks, you will either find me rock climbing at the Triangle Rock Club, playing Ultimate Frisbee, working on my car, or enjoying the great outdoors (beaches, mountains, forests--you name it, I love it). On rainy weekends I enjoy tinkering with computers and old electronics, playing Pokemon, or picking at my guitar.

I am a recent graduate from a masters program in biostatistics at Columbia University. I received my Bachelor of Arts in biological sciences, with a focus in neurobiology at Northwestern University. In August, I will be starting a doctoral program in biostatistics at NYU. I was a teaching assistant at Columbia University in my department and also have tutored graduate students and undergraduates privately as well. My primary areas of tutoring are math and statistics coursework in addition to math sections on standardized tests such as the GRE and GMAT. I am very passionate about helping students feel more confident and excited about math. In my spare time, I enjoy running, playing piano, and spending time with friends and family.

I am a graduate of Wesleyan University, where I received my Bachelor of Arts in Sociology with High Honors. With eight years of experience working in education, I've tutored students in math, science, history, and English, as well as helped students prepare for standardized tests. I've guided adults towards passing the US Citizenship Exam and taught English in India, where I lived for six months. Whenever I work with a student I personalize the lessons to fit their particular learning style, since I know every student is unique and having the right fit can make all the difference in making learning fun and effective. My strengths are tutoring the social sciences and humanities, as well as making math and standardized tests approachable to students that normally don't like those subjects. In my spare time I like traveling, spending time in the outdoors (climbing & backpacking), meditation, and playing soccer. Next fall I will be beginning my PhD in Education at Harvard University.