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I have a Bachelor's Degree in Chemical Engineering from the University of Toronto; my professional and scientific interests lie in metabolic engineering, cell biology, and bioinformatics.

I began my tutoring career in high school as a peer tutor, where I spent my free study periods in departmental offices offering academic support on a drop-in basis. In college I also enjoyed tutoring my friends when they wanted some extra academic support.

My passion is for mathematics and the sciences: as an engineer I have a deep appreciation for how theory in textbooks translates into real world applications. In my experience, the most important component of the tutor/student relationship is the tutor's ability to inspire and to broaden the student's imagination.

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Michael’s Qualifications

Education & Certification

Undergraduate Degree: University of Toronto - Bachelors, Chemical Engineering

Test Scores

SAT Composite (1600 scale): 1470

SAT Math: 740

SAT Writing: 710

Tutoring Subjects

Advanced Placement Prep


Algebra 2

Algebra 3/4

AP Calculus AB

AP Calculus BC

AP Chemistry

AP Physics 1

AP Physics 2



College Algebra

College Biology

College Chemistry


High School Biology

High School Chemistry

Honors Chemistry

Middle School Science


Physical Chemistry

Physical Science


SAT Prep

SAT Math

SAT Mathematics

SAT Reading

SAT Subject Test in Mathematics Level 2

SAT Subject Tests Prep


SSAT- Middle Level

SSAT- Upper Level

Study Skills

Study Skills and Organization

Q & A

What is your teaching philosophy?

This answer strongly depends on the subject. For SAT & ACT Math, I always emphasize the fact that most question can be solved in different ways; by attempting multiple techniques on the same problem, students can understand their strengths and weaknesses and pick their favorite method. For ACT and SAT Reading, I teach procedures for solving questions that take advantage of how the test questions are constructed.

How would you help a student stay motivated?

Deep learning doesn't happen in one big jump; it happens in "baby steps." Whenever my students make another "baby step," I tell them of their progress. Students become aware of their true progress and don't become discouraged thinking that they must climb a mountain in one giant step.

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