Hi y'all! I hold my Master of Science in Psychology of Sport and my Bachelor of Science in both Psychology and Applied Human and Sport Physiology. I have many years of tutoring under my belt, working with people of all levels from elementary school through college in hard science subjects (Biology, Chemistry, and Mathematics), a few social sciences (History, Psychology, Economics), and language arts. When not tutoring, I love playing soccer and I even coach a youth team. I love encouraging students to learn, grow, and think critically for themselves.

I am qualified to tutor many subjects, my favorite subject by far is math, specifically calculus. Math is a subject almost universally hated, and I believe that is mainly due to the narrow way in which it is taught. I have ADHD, and I often don't understand things the first time they are explained to me, meaning over the years I have had to figure out different ways of looking at information. Oftentimes, all a student needs is for something to be explained in a different way, and I love watching people finally understand a concept. Everyone learns differently, but everyone can learn.

Proofs are usually the moment geometry goes from "I get this" to "I'm completely lost." Adam tackles that transition head-on, teaching students to build logical arguments step by step — whether they're proving triangle congruence or working through angle relationships with parallel lines. His classroom teaching experience in Dallas ISD means he's seen every common misconception and knows how to untangle it.

Rudy's applied mathematics degree means he's comfortable with the abstract reasoning geometry demands, but his education studies background is what shapes how he actually teaches it — breaking down angle relationships, similarity, and transformations into steps students can follow and reproduce on their own. Currently in grad school for secondary education, he knows the specific places where high school geometry curricula lose students and adjusts accordingly.

Proofs are where most geometry students panic, but they're really just structured arguments — and as someone pursuing a PhD that revolves around building written arguments, Adam knows how to teach logical reasoning. He walks students through angle relationships, triangle congruence, and circle theorems with an emphasis on understanding *why* each step follows from the last.

Salman's cell and molecular biology training required constant spatial reasoning — visualizing protein structures, membrane geometry, and molecular angles — which maps directly onto the kind of thinking geometry demands. He teaches concepts like transformations, area relationships, and coordinate geometry by grounding each one in a visual model before moving to any formula. Rated 4.8 by students.

Proofs are usually the first place Geometry students feel lost, because suddenly math requires written logical arguments instead of just calculations. Samuel's training in political science sharpened his ability to construct and evaluate logical reasoning, and he applies that skill to walk through two-column and paragraph proofs step by step.

Proofs are where most geometry students get stuck — they can identify a triangle's properties but freeze when asked to build a logical argument from postulates. Nathan approaches proofs as a skill that transfers directly from his chemistry training, where constructing step-by-step reasoning is second nature. He also covers coordinate geometry, angle relationships, and circle theorems.

Proofs are usually the first place geometry students get stuck — the jump from calculating angles to constructing logical arguments is a real shift in thinking. Tanner walks through each proof as a chain of reasoning, teaching students to identify postulates and theorems that bridge the gap between given information and what they need to show.

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 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 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.