I am highly motivated, enthusiastic, and passionate about learning and teaching mathematics. I attend California State University, Northridge as a (Secondary) Education Mathematics major while competing as division one athlete in Track and Field. Being an athlete has instilled in me, the drive to succeed in every circumstance. I have worked with many students of all ages and was able to inspire them to strive to be successful in and out of the classroom. While working with students at Granada Hills Charter High School, I would hear my kids say the same thing when attempting to help them- which was either "I'm confused" or "I don't know". My goal as a math teacher is to get you to stop saying "I'm confused" and "I don't know", because I believe every one is capable of achieving if they put the work and time into their courses. My strong suits in Math are Algebra, Geometry, Calculus, and Trigonometry.

The mind is like a muscle that must be trained in a progressive manner. In math, this would mean NOT moving on too quickly from one concept to the next, which is what separates good math teachers from the not so good ones. I make absolutely sure my students have internalized step A and can perform it by themselves before moving onto step B. Like the floors of a building, math concepts build on each other and must be fully understood so the structure remains stable.In short, knowing and teaching are two different things. I know my Algebra and Geometry through and through, but perhaps most importantly, I have a knack for teaching it as well, with efficiency. I connect well with people, and am committed to making sure my students strive for success.

Hello! My name is Sam Smith. I grew in Glendale, California, and attended Glendale public schools from kindergarten to twelfth grade. I have been particularly passionate about history and politics in my academic career. I had very strong reading and writing skills as a student, which is a talent I brought to my work as a tutor in high school. I have a Bachelor's degree in political science, which I received with honors in 2010. Although I focused primarily on political science, I also took advanced courses in mathematics including calculus, statistics, and econometrics. I obtained a single subject teaching credential from Cal State Northridge in 2017. I have over two years of in-classroom teaching experience. I am capable of teaching most common primary and secondary classes including but not limited to: English, History, Mathematics, Government, and Economics. I believe in personalized educational support tailored to a student's particular needs. I enjoy working collaboratively with students to meet their goals--taking advantage of their academic strengths and improving their areas of growth. My classroom teaching experience allows me to use proven teaching techniques beyond typical tutoring. Teacher preparation programs focus on using teaching techniques to meet students at their current level of understanding and steadily increasing their knowledge from there.

I have a passion for teaching and learning. I think math is fun. Doing math is like solving a puzzle.

My journey as an educator began at California State University Northridge, where I earned a Bachelor's degree in Computer Engineering with a minor in Math. The rigorous academic environment not only honed my technical skills but also ignited a passion for sharing knowledge and assisting others in their learning journeys. I dedicated myself to teaching at a Math learning center, where I specialized in helping students excel in both Math and Science subjects. This role provided me with the invaluable experience of working with diverse learners, adapting my instructional methods to meet a variety of needs and learning styles. My tutoring philosophy is centered around the idea that teaching should adapt to the student, not the other way around. I strive to create a flexible and adaptive learning environment that caters to the individual learning styles of my students. This approach involves interactive problem-solving sessions, real-world applications to solidify abstract concepts, and ongoing encouragement to transform challenges into opportunities for growth.. With a strong foundation in computer engineering and mathematics, coupled with my hands-on experience in educational settings, I am excited to bring my expertise to Varsity Tutors. I look forward to helping more students achieve their academic potential and develop a lasting appreciation for math and science.

I am a college graduate with my B.S. in Biochemistry from California State University Northridge. I have been a tutor for one-on-one situations before as well as in a classroom setting. I very much enjoyed working with the students and teacher during my time in the classroom. I have a strong passion for math and all sciences. I prefer to tutor math, and am comfortable from elementary math up to algebra II and geometry. Outside of the world of academia, I really enjoy being outdoors and being in nature. I have played sports my entire life so staying active is a big part of who I am. I love Star Wars, playing video games, and most things involving science fiction or fiction, including Harry Potter. That being said, working hard is what has gotten me to where I am today, and is always something I try to instill in the students that I work with. I believe in a balance of work and play, but when I'm with a student and we're working, we will work hard. I believe it is important to enjoy what you're doing and I always try to make things fun when tutoring, especially with math and science!

Hello I'm Kayla! I'm a grad student at the University of Arizona, a mom of an 8 year old girl, and a full time business professional. I live in Oregon, and I've been tutoring for over ten years.I work for Pepsico as an analyst and completed my undergrad degrees at Cal State. I'm passionate about tutoring, and am confident teaching a wide range of subjects, including core math, science, reading and writing, English, business, Microsoft Office/Excel, and more. I really enjoy working with students on how to develop better interpersonal skills like listening, organization, and study tips.3 ways to describe my teaching style:StructuredEngaging/interactiveFun !

Hi!My name is Jesus Delgado and I recently received my master's degree in general psychology from Cal State, Northridge. My academic focus has been and continues to be the use of methodology in psychology - that is everything from design to data analysis. I have an in depth understanding of statistical analyses as well as data handling procedures. I have served as an instructor for an upper division undergraduate psychology research methods lab, and I consider the scope of such a course to be my favorite material to teach. I am very passionate about pedagogy and emphasize the development of critical thinking skills as opposed to the memorization of material.I am well versed and happy to help with any of the following:-Statistics-General psychology-Psychometrics-Research methodology in psychology-APA style manuscript writing-Data handling procedures-Simple data analysis (correlation; ANOVA; etc.)-Complex data analysis (Multivariate techniques; Factor analysis; item response theory; etc)I'm new to this platform, but have experience with both tutoring and teaching. I am also bilingual with the ability to explain these concepts in both English and Spanish. Feel free to contact me with any questions!Happy learning!

Teaching Philosophy and ApproachI know that psychology is a fascinating science, and my goal for teaching is to seek the motivations (hidden or not) within students that they believe the same. It is satisfying hearing students express an appreciation for a given topic of study that they did not know they had: a previous research assistant in my lab at UCSB came to work there for this exact reason. To locate these motivations, I believe in four crucial pedagogical principles: appreciation for the scientific method, critical thinking, active learning, and humor.Appreciation for the Scientific Method. My approach to teaching stems from the scientific community, where the body of knowledge is constantly changing. I want students to leave my classes with the knowledge of the basic tenets of the scientific method and the understanding and appreciation that psychological science is rooted in rigorous methods and quantitative analysis, and that psychology is much more than what is typically known. This helps students to be better consumers of science and better analyzers of various psychological claims in popular media. This latter point has been a welcome addition to my classes, where examples include popular news headlines or public service announcement videos. In my evaluations, students consistently comment on my ability to ground each topic in the real world.Critical Thinking. Critical thinking is crucial for any novice scientist and the task of the instructor is to create an environment that engenders critical assessment. Students must actively pursue deeper understanding and knowledge of any given topic, and not rely solely on the authority of the instructor. In my Experimental Psychology (methods) courses, I have incorporated laboratory report writing. Students replicate a classic study and analyze their own data, then describe the theory, method, results, and conclusions in an APA paper. Student evaluations have consistently pointed to this exercise as challenging, but rewarding and effective. In my Health Psychology courses, I adopted a set of small assignments focused on students’ own health behaviors that uses the framework of the Transtheoretical Model of Behavior Change; this assignment delivers an esoteric theory into practical application for the students. Comments by students have suggested it is refreshing to actively engage in the material. As another example of critical assessment, I had students in my Social Cognition course analyze a recent popular Hollywood film that explored artificial intelligence (AI). They discussed and analyzed the human-human interactions and the human-AI interactions using course concepts. The students made excellent and thoughtful replies to these prompts, and I plan to use this film assignment again if given the opportunity.Active Learning. For learning to transfer beyond the context and situation of the course itself, I strive for an environment and assessments that promote active engagement with the material. This shapes the cognitions of the learner to be more generative. This principle is connected to the principle of appreciation for the scientific method, as it is grounded in recent educational research. The health behavior change assignment I described above is one example of this principle in action. Notably, I am currently utilizing an experiential learning project for my Introductory Psychology courses, whereby students volunteer in the community, review films, evaluate their strengths, and review psychology media articles individually and in groups to understand and incorporate basic psychological principles in their daily lives. They then share these experiences online through social media. In my current Cognition course, I am using an interactive laboratory component called CogLab, which immerses students in classic cognitive psychology studies to show them how their thoughts translate to behavior and how scientists measure these phenomena.Humor. Research has shown that humor improves memory. I aim to create an atmosphere of lightheartedness, engagement, and alertness by using targeted humor throughout learning activities and lectures. My humor is perhaps the most frequent comment I receive when students evaluate my classes—a great indication that the method is working. My use of humor not only makes the class environment less tense, but typically makes otherwise dry material worth a listen. I typically receive comments that reflect my energy and enthusiasm for the material, citing that the class is entertaining.Teaching Experience and Mentoring RelationshipsAs an instructor, I have taught at a small liberal arts college, a large private university, and a large regional public university. Each of these institutions presented their respective challenges. At Mount Mary University, an all-women’s undergraduate liberal arts institution, I have taught several sections of Introductory Psychology (approx. 25 students per section) and a section of Health Psychology (20 students). At Marquette University, I have taught a section of Cognition (50 students) and a section of Social Psychology (50 students). At the University of California, Santa Barbara, I taught Experimental Psychology (4x, class sizes approx. 65 students), Health Psychology (3x, including a 330-student Winter quarter lecture), Social Cognition (once, approx. 150 students), and Advanced Research Methods Lab (once, 25 students). Additional teaching experiences as a teaching assistant (TA) include Human Memory, Introductory Statistics, and Lab in Human Memory and Cognition. In each course, I incorporate my philosophy, regardless of the course’s content. I value my experiences as a TA and they are complementary to my instructor experiences.I have successfully taught undergraduates at all levels and for majors and non-majors. The students in my classes have been extremely diverse (culturally, socioeconomically, and crucially, college preparedness); these experiences, coupled with my experiences and training at California State University, Northridge (a nationally-recognized minority-serving institution), have been rewarding and exciting. I understand and am sensitive to the needs of a diverse student population. This immersion in diverse and minority populations has shaped my approach to teaching and my focus on active learning, which has the potential to bridge preparedness gaps.At UCSB, I received a Certificate in College and University Teaching (CCUT), an interdisciplinary program designed to increase competency in college-level teaching. Students complete an extensive portfolio, reflecting on multiple years of training. I participated in additional training opportunities that included a blended training program (online and face-to-face), designed to support new instructors in planning and conducting their courses. I later served as a peer-facilitator of this program. I have participated in and conducted workshops in practical teaching issues and the use of technology in the classroom. Last, I participated in curriculum issues at UCSB, serving on my department’s Graduate Affairs committee, and on a campus-wide Program Review Panel, where I assisted senior faculty with the evaluation of degree programs on campus, which included suggesting changes to graduate and undergraduate curricula.Along with teaching, I am equally passionate about mentoring students in research. I have mentored eight undergraduate research assistants, one honors thesis student, and one high school student advisee. I value the relationships I develop and aim to make them personal teaching experiences. I seek out qualified assistants and those with a drive to learn more about the research process and psychological science, and I endeavor to invite students from underrepresented and minority groups to join the lab. These students have excelled in their research roles: one recent project was presented at a conference and I have integrated it into my future research program. The honors thesis was invited for publication in a university journal. Two of the projects received funding and the students presented their ideas at an undergraduate research colloquium. My first assistant at UCSB, a first-generation college student, was inspired by my passion for teaching, completing a service commitment for Teach for America and remaining in low-income child education. These experiences demonstrate that with the right tutelage, undergraduate involvement in research can be more rewarding than merely reading about the final research product.Teaching Philosophy and ApproachI know that psychology is a fascinating science, and my goal for teaching is to seek the motivations (hidden or not) within students that they believe the same. It is satisfying hearing students express an appreciation for a given topic of study that they did not know they had: a previous research assistant in my lab at UCSB came to work there for this exact reason. To locate these motivations, I believe in four crucial pedagogical principles: appreciation for the scientific method, critical thinking, active learning, and humor.Appreciation for the Scientific Method. My approach to teaching stems from the scientific community, where the body of knowledge is constantly changing. I want students to leave my classes with the knowledge of the basic tenets of the scientific method and the understanding and appreciation that psychological science is rooted in rigorous methods and quantitative analysis, and that psychology is much more than what is typically known. This helps students to be better consumers of science and better analyzers of various psychological claims in popular media. This latter point has been a welcome addition to my classes, where examples include popular news headlines or public service announcement videos. In my evaluations, students consistently comment on my ability to ground each topic in the real world.Critical Thinking. Critical thinking is crucial for any novice scientist and the task of the instructor is to create an environment that engenders critical assessment. Students must actively pursue deeper understanding and knowledge of any given topic, and not rely solely on the authority of the instructor. In my Experimental Psychology (methods) courses, I have incorporated laboratory report writing. Students replicate a classic study and analyze their own data, then describe the theory, method, results, and conclusions in an APA paper. Student evaluations have consistently pointed to this exercise as challenging, but rewarding and effective. In my Health Psychology courses, I adopted a set of small assignments focused on students’ own health behaviors that uses the framework of the Transtheoretical Model of Behavior Change; this assignment delivers an esoteric theory into practical application for the students. Comments by students have suggested it is refreshing to actively engage in the material. As another example of critical assessment, I had students in my Social Cognition course analyze a recent popular Hollywood film that explored artificial intelligence (AI). They discussed and analyzed the human-human interactions and the human-AI interactions using course concepts. The students made excellent and thoughtful replies to these prompts, and I plan to use this film assignment again if given the opportunity.Active Learning. For learning to transfer beyond the context and situation of the course itself, I strive for an environment and assessments that promote active engagement with the material. This shapes the cognitions of the learner to be more generative. This principle is connected to the principle of appreciation for the scientific method, as it is grounded in recent educational research. The health behavior change assignment I described above is one example of this principle in action. Notably, I am currently utilizing an experiential learning project for my Introductory Psychology courses, whereby students volunteer in the community, review films, evaluate their strengths, and review psychology media articles individually and in groups to understand and incorporate basic psychological principles in their daily lives. They then share these experiences online through social media. In my current Cognition course, I am using an interactive laboratory component called CogLab, which immerses students in classic cognitive psychology studies to show them how their thoughts translate to behavior and how scientists measure these phenomena.Humor. Research has shown that humor improves memory. I aim to create an atmosphere of lightheartedness, engagement, and alertness by using targeted humor throughout learning activities and lectures. My humor is perhaps the most frequent comment I receive when students evaluate my classes—a great indication that the method is working. My use of humor not only makes the class environment less tense, but typically makes otherwise dry material worth a listen. I typically receive comments that reflect my energy and enthusiasm for the material, citing that the class is entertaining.Teaching Experience and Mentoring RelationshipsAs an instructor, I have taught at a small liberal arts college, a large private university, and a large regional public university. Each of these institutions presented their respective challenges. At Mount Mary University, an all-women’s undergraduate liberal arts institution, I have taught several sections of Introductory Psychology (approx. 25 students per section) and a section of Health Psychology (20 students). At Marquette University, I have taught a section of Cognition (50 students) and a section of Social Psychology (50 students). At the University of California, Santa Barbara, I taught Experimental Psychology (4x, class sizes approx. 65 students), Health Psychology (3x, including a 330-student Winter quarter lecture), Social Cognition (once, approx. 150 students), and Advanced Research Methods Lab (once, 25 students). Additional teaching experiences as a teaching assistant (TA) include Human Memory, Introductory Statistics, and Lab in Human Memory and Cognition. In each course, I incorporate my philosophy, regardless of the course’s content. I value my experiences as a TA and they are complementary to my instructor experiences.I have successfully taught undergraduates at all levels and for majors and non-majors. The students in my classes have been extremely diverse (culturally, socioeconomically, and crucially, college preparedness); these experiences, coupled with my experiences and training at California State University, Northridge (a nationally-recognized minority-serving institution), have been rewarding and exciting. I understand and am sensitive to the needs of a diverse student population. This immersion in diverse and minority populations has shaped my approach to teaching and my focus on active learning, which has the potential to bridge preparedness gaps.At UCSB, I received a Certificate in College and University Teaching (CCUT), an interdisciplinary program designed to increase competency in college-level teaching. Students complete an extensive portfolio, reflecting on multiple years of training. I participated in additional training opportunities that included a blended training program (online and face-to-face), designed to support new instructors in planning and conducting their courses. I later served as a peer-facilitator of this program. I have participated in and conducted workshops in practical teaching issues and the use of technology in the classroom. Last, I participated in curriculum issues at UCSB, serving on my department’s Graduate Affairs committee, and on a campus-wide Program Review Panel, where I assisted senior faculty with the evaluation of degree programs on campus, which included suggesting changes to graduate and undergraduate curricula.Along with teaching, I am equally passionate about mentoring students in research. I have mentored eight undergraduate research assistants, one honors thesis student, and one high school student advisee. I value the relationships I develop and aim to make them personal teaching experiences. I seek out qualified assistants and those with a drive to learn more about the research process and psychological science, and I endeavor to invite students from underrepresented and minority groups to join the lab. These students have excelled in their research roles: one recent project was presented at a conference and I have integrated it into my future research program. The honors thesis was invited for publication in a university journal. Two of the projects received funding and the students presented their ideas at an undergraduate research colloquium. My first assistant at UCSB, a first-generation college student, was inspired by my passion for teaching, completing a service commitment for Teach for America and remaining in low-income child education. These experiences demonstrate that with the right tutelage, undergraduate involvement in research can be more rewarding than merely reading about the final research product.

I have been teaching since 2004. I currently hold two credentials in Education. The first is a multiple subject credential to teach all subject in grades K-8; the second is a mild/moderate special education credential with an emphasis in dual language learners. I am currently attending San Diego State university as I pursue my Masters in education. I am passionate about helping students learn. I am willing to think outside the box, and I look for ways to help students so that their "light bulb" comes on. I love using technology, manipulatives, and real life examples in order to help make connections in all subject ares. My primary goal is to help students learn what they need in order to be successful.

Throughout my life I have realized that sharing knowledge with others is the most rewarding thing for me. I realized that I have an ability to explain academic concepts well to others in school in Russia. In public school, in trade school, and in Institute of Chemical Engineering in Russia and later in California State University, Northridge I was engaged in tutoring one way or the other. In California, I was working with people with disabilities, and one of my responsibilities was to help them take the tests and to complete the homework. In addition, I spent 10 years working as an AVID tutor at the Puyallup School District, in Washington state. Also, I have 4 children of my own to whom I help academically throughout the school years and college years. I love to tutor any subject. As a Varsity tutor I was mostly called on tutoring Spanish, Russian, Latin, and Math. I believe that every student can learn. The goal of the teacher/ tutor is to find the approach to each individual student because each student has his/ her own style of learning. We know that there are different types of talents that people have. Some are best to learn as visual learners, some are best at listening, others are better at trying things they learn by experiencing them.

My one purpose is to enhance your chid's reading comprehension, writing ability, and thinking skills so they can better deal with life on their own terms. I have a bachelor's degree in History from California State University Northridge, as well as experience in other subjects such as geography, art history, philosophy, religion, and general language/linguistics. My experience includes tutoring for the No Child Left Behind program. Because I know how to research complex subjects and develop ideas I will be able to assist your student in understanding their reading material and facilitate strategies for analysis and interpretation.

I received my undergraduate degree from Cal State, Northridge and my teaching certification from the University of Rhode Island in elementary education. My passion is teaching reading to those who are dyslexic or have other reading, writing, and spelling issues. I am certified in the Orton-Gillingham method and have tutored many students of all ages both privately, and for several RI school systems for over 20 years. I enjoy working with all ages, including adults and am adept at modifying and individualizing lessons to address my students' issues and learning styles.

I've always loved learning and have a passion to help others understand and learn as well! I want help break down intimidating concepts into simpler terms and help people understand how applicable these concepts are in their own life. Learning shouldn't be a drag-- it's fun!

Hello future students!I'm Amanda an ESL Credit instructor at Glendale Community College, as well as an ESL instructor at California State University Long Beach. I have a Master's degree in linguistics and Teaching English as a Second Language. I have most of my experience teaching adults at the college age level. I have taught courses of all skill levels from beginners to advanced. I have taught courses on the TOEFL and IELTS exams. I also have experience as an English tutor for artists in the entertainment industry. My focus is to teach English of all the skills, in real life situations, academic, and specific to your needs.A little bit about my personality:Students say that I am kind, funny and friendly.My Hobbies and interests are: cooking and eating, singing karaoke, decorating for parties and celebrations, watching TV and movies.I look forward to our lessons together!

I am a graduate of the California State University system with a B.S. degree in Community Health Education and an M.S. degree in Healthcare Administration. My career in includes working as a trainer and in human resources. I have taught both adults and children. I recently retired and have been facilitating conversational ESL courses at the local library and tutoring elementary school-age children in reading. I am most passionate about reading and history. I have traveled to many countries and have a diverse circle of friends, including international students that I have hosted at my home. I am dedicated to life-long learning and have a passion for education as it is such a positive force for an enriched life. In my spare time, I volunteer at the art museum and love to cook.

I graduated in 2018 with bachelor's degree in Math from California State University and I started tutoring math students while I was in college. I have tutored students online, in person, and in the classroom. I enjoy solving mathematical problems and I like explaining to students how to solve them. I will listen to your question and figure out exactly where you need a more detailed explanation.

Hello! I am a recent graduate with a B.S. in Marine Biology. I am planning on enrolling into a Master's program for Biology in the Fall of 2016. I have tutored plenty of middle school, high school, and mostly college-level courses in the fields of biology, chemistry, physics, mathematics, and english literature. Teaching is a passion of mine, and my personal philosophy is to encourage students to build an enthusiasm for learning and to use that energy to excel in any course or project they are faced with.

I have been tutoring for 7 years in Southern California. In that time, I have tutored hundreds of students, many of whom I have tutored from elementary school all the way through high school. I graduated from Cal State Northridge in 2013 with a degree in Psychology. I mainly tutor Math and English but have years of experience tutoring elementary and high school science and history classes. In my spare time, I like to play hockey and golf, watch sports and movies, and hike with my fiance and dogs. I am a huge Los Angeles Kings and Dodgers fan. I am very passionate about sports and have tutored many student athletes who play hockey, baseball, football, softball, swimming, figure skating, and dance. My tutoring philosophy is to stress the importance of education, while understanding that it comes easy to some and not for others. My goal is to help students understand the material while accommodating their demanding schedules, as I grew up a student athlete and know how difficult it can be.

I graduated in June 2014 with a Bachelor's of Science Degree in Microbiology, and I took my MCAT (Medical College Admissions Test) in September 2014. After completing my MCAT I decided that I wanted to take off a couple of years to gain non-academic experience and make sure that medical school is what I want. When I am not tutoring students I participate in a couple of non-profit programs where I tutor homeless kids and under-served families for free. In addition I also work as a research associate in cancer immunology at City of Hope Medical Center. When I am not working I enjoy listening to music, playing musical instruments (I play several), and reading. I look forward to working with you to help you succeed in whatever goals you hope to achieve.

I have a Master's degree in Computer Science and work as a data engineer. I previously served as a Teaching Assistant for an Algorithms course, helping students master complex problem-solving concepts. I specialize in SQL, Java, and core programming topics, with a focus on clear explanations, strong fundamentals, and practical examples. My goal is to help you build confidence, understand the "why" behind the code, and apply your skills independentlywhether you're learning from scratch, preparing for exams, or getting interview-ready.