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I am a graduate of the University of South Florida. I received my Bachelors of Science in Biology with a minor in Public Health and a research focus in Organic and Peptide Chemistry. I then went on to receive my Masters of Public Health in Communicable Diseases. During my undergraduate program, I worked as a student mentor and tutor for incoming freshman students and sophomores; during graduate school, I worked as an educator for the federal ???A Healthy Baby Begins With You??? campaign, through the Office of Minority Health, raising awareness about health disparities and infant mortality among racial and ethnic minorities. Though I tutor many different subjects, I find myself most enjoying Literature, Writing, and Biological Sciences. I am also quite passionate about preparing students for standardized exams; I truly believe that any student can conquer them once they see that there is a tried and true technique to mastering every section, and that there is nothing to fear!
I believe that there is no one way to ???learn??? or ???teach???; different students require different approaches to understand new concepts and it???s up to the educator to recognize and apply this. In the case of many ???difficult??? subjects, like Statistics, Algebra, or lengthy Essay Writing, I have learned that students are able to rid themselves of preconceived notions of difficulty and gain great confidence and success, once the topic is demystified. In my spare time, I love to read, experiment in the kitchen, go canoeing, and travel whenever I can.

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Ana’s Qualifications

Education & Certification

Undergraduate Degree: University of South Florida-Main Campus - Bachelor of Science, Biology, General

Graduate Degree: University of South Florida-Main Campus - Master in Public Health, Global Communicable Diseases

Test Scores

ACT English: 30

ACT Reading: 34

GRE: 315

GRE Verbal: 162


Reading, watching weird documentaries, gardening, canoeing and traveling.

Tutoring Subjects

10th Grade Reading

10th Grade Writing

11th Grade Reading

11th Grade Writing

12th Grade Reading

12th Grade Writing

1st Grade Math

1st Grade Reading

1st Grade Writing

2nd Grade Math

2nd Grade Reading

2nd Grade Writing

3rd Grade Math

3rd Grade Reading

3rd Grade Science

3rd Grade Writing

4th Grade Math

4th Grade Reading

4th Grade Science

4th Grade Writing

5th Grade Math

5th Grade Reading

5th Grade Science

5th Grade Writing

6th Grade Math

6th Grade Reading

6th Grade Science

6th Grade Writing

7th Grade Math

7th Grade Reading

7th Grade Science

7th Grade Writing

8th Grade Math

8th Grade Reading

8th Grade Science

8th Grade Writing

9th Grade Math

9th Grade Reading

9th Grade Writing

ACCUPLACER Arithmetic Prep

ACCUPLACER Reading Comprehension Prep

ACCUPLACER Sentence Skills Prep

ACT English

ACT Math

ACT Reading

ACT Science

ACT Writing

Adult Literacy


Algebra 2

American Literature

AP English Language and Composition

College Algebra

College English

College Essays

College Level American Literature

College World History

Comparative Literature

Creative Writing

Elementary Algebra

Elementary School Math

Elementary School Reading

Elementary School Science

Elementary School Writing



Essay Editing

Expository Writing

Fiction Writing

GED Prep


Graduate Test Prep


GRE Analytical Writing

GRE Quantitative

GRE Verbal

High School Chemistry

High School English

High School Level American Literature

High School World History

High School Writing



ISEE- Lower Level

ISEE- Middle Level




Medical Terminology


Medieval Literature

Middle School

Middle School Reading

Middle School Science

Middle School Writing



Public Health

Quantitative Reasoning




Social studies


SSAT- Elementary Level

SSAT- Middle Level


Test Prep


World History

World Literature


Q & A

What is your teaching philosophy?

There is no one way to learn or teach. Different students require different approaches to understanding new concepts, and it's up to the tutor to recognize this and be able to explain new ideas in multiple ways.

What might you do in a typical first session with a student?

I make sure to talk with the student about their goals (specific grades, test scores), discuss any prior history the student has with the subject and establish general guidelines for a study pattern before getting started on the material.

How can you help a student become an independent learner?

I change the questions a student asks when presented with a new idea. Though it is important to ask how something works, I find it very imperative for a student to understand the "why" behind it. When a student becomes accustomed to applying this practice, they will find themselves learning and retaining more information rather than feeling as if they are just memorizing--a practice that leads to less overall retention.

How would you help a student stay motivated?

Progress is difficult; it is always important to recognize and acknowledge it. I always encourage students to routinely take practice tests or track grades on assignments and tests, as these indicators show a quantified achievement that we can celebrate! I also love when students are able to make connections with previous information and come to conclusions in a way they may not have been able to when we first started. I like to always point these little victories out so that they also can be encouraged by their overall progress.

If a student has difficulty learning a skill or concept, what would you do?

I would ask at what point in the explanation the concept stopped making sense so that we could backtrack and go from there. We'd use examples to illustrate the concept and I'd try to find different ways of explaining the idea, rather than sticking to a model the student might not be as able to process.

How do you help students who are struggling with reading comprehension?

First, we would prioritize vocabulary. Then we focus on simplifying complex sentence structures and ideas by learning to pick out keywords and also learning to read for tone and main points. Our focus would be on the big picture and finding complete details that would be used as our "clues" to piece together a subject.

What strategies have you found to be most successful when you start to work with a student?

Application and repetition are very important. Whether it be in the form of homework or lecture examples, I find that the active application of concepts is a great way to bring any knowledge deficiencies to light. As this is repeated through practice, students understand conceptual components more clearly than if they'd just written down a definition or formula.

How would you help a student get excited/engaged with a subject that they are struggling in?

By making our work a team effort. When it comes to comprehension, quality is always better than quantity. So I try to take the pressure off by focusing on one task rather than shoehorning in multiple. It's also important to understand what exactly the student is struggling with and why--addressing these issue builds confidence and helps demystify the subject.

What techniques would you use to be sure that a student understands the material?

I use application of the material through practice problems and examples. I like to also ask about what method the student might use to solve a problem, not only does this help apply the concept, but it encourages thinking outside the box. Sometimes, I learn interesting new ways of thinking from them!

How do you build a student's confidence in a subject?

I've noticed that students tend to have very low levels of self-confidence when it comes to subjects they feel weak in. So, I like to ask a lot of questions during our sessions in order to engage them and get them thinking about the material we're covering. More often than not, the student is able to reach the correct inference on their own. If they can't, a slight bit of direction on my part gets them there. I find this to be the most effective way of showing a student that they are more capable than they might think and should give themselves more credit! It is also very important to remember that a score (whether it be on a practice test or assignment) doesn't define ability! Even if the numbers aren't where we'd like them to be, there are usually other signs of improvement. For example, they may be getting more fraction questions correct than before or their consistency in reading comprehension strategy may be evident by the number of questions that they are able to complete in a given time. Whatever the case, every bit counts and I make sure to point that out.

How do you evaluate a student's needs?

During our initial session, I like to discuss the student's previous scores on tests or practice exams, the level of confidence they have in different subcategories of a subject. I also like to encourage them to take advantage of our comprehensive resources by taking diagnostic tests. A combination of these aspects provide a fairly accurate picture of where the student stands in order for us to develop a plan that works best for them.

How do you adapt your tutoring to the student's needs?

I realize that students have different learning speeds and styles. My goal is to bring something to the table for auditory, visual and kinesthetic learners. Because of this, I like to make ample use of the whiteboard and write notes as I speak and explain concepts. I'm a big fan of using colors! I also make sure to provide opportunities to apply concepts as we work through them, whether it be in the form of math problems, reading application passages, or logic questions. I feel that when students are able to not only listen to new information, but are also able to physically see it laid out while applying it as they learn, they are able to grasp concepts more efficiently.

What types of materials do you typically use during a tutoring session?

I use a great deal of notes that I have developed using varying resources over time. I also like to use the online question bank and supplemental passages and PDF's that I have chosen specifically for their advantageous content.

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