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I've tutored extensively in individual and group settings. While in college, I worked for a local high school tutoring groups of students through the AVID system. At the same time, I also tutored an individual who was failing four out of his five core classes. In three classes he had less than a 40%, and was in danger of dropping out of school. After four weeks of tutoring, he was passing all his classes. He graduated on time the following year and now attends community college.

I'm a great tutor because I have a comprehensive understanding of all subjects, and a extensive understanding of English and literature. I scored fives on my English Language and Literature AP exams, and have only continued my English abilities by studying English in college. I also communicate well and can explain material in a way students can understand. More than just teaching material, I encourage and build confidence in students who feel insecure and unable to learn because of past failures in their school work.

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Rachel’s Qualifications

Education & Certification

Undergraduate Degree: James Madison University - Bachelor in Arts, English

Test Scores

SAT Composite (1600 scale): 1430

SAT Verbal: 740

SAT Writing: 710


Cooking, baking, reading, being outside, hiking, gardening

Tutoring Subjects

AP English Language and Composition

AP English Literature and Composition

AP United States History

AP US History

College English

College Essays

College Level American History

Comparative Literature


English Grammar and Syntax

Essay Editing

High School English

High School Level American History




Public Speaking


SAT Reading

SAT Writing and Language

Social Studies

Study Skills

Study Skills and Organization

Test Prep


Q & A

What is your teaching philosophy?

Every student has the ability to succeed.

How can you help a student become an independent learner?

By cultivating a desire for knowledge, pairing it with proven organizational and study skills.

How would you help a student stay motivated?

By creating a plan for learning, and by interacting with successes in tangible ways.

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

Usually it isn't the content that is difficult for the student\ as much as the means of communicating the concept. I would assess the student's particular learning habits, and then teach material in a way that favors those habits. Repetition, practice, and patience are key, as is positive encouragement.

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

We would develop a baseline of questions that the student must be able to answer about any given passage. We would start with a simple passage and answer those questions such as: "Who is the speaker?" "Who is the intended audience?" "What is the central purpose of the passage?" Once the student can answer these question about a simple passage, or a passage of his or her own choosing, we can advance to more difficult passages.

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

The student needs small victories first in order to build the confidence required for the larger learning hurdles. Often, the real issue isn't a content issue, but a confidence issue.

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

A great way to see if a student has a thorough understanding of his material is to have him teach the material back to me.

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

Never miss an opportunity to praise a student for a job well done. Every correction should be balanced by three encouragements. When a student does something well for the first time, make a clear effort to reward them.

How do you evaluate a student's needs?

Evaluating a student's needs is both an art and a science. Needs can be clearly shown by class performance records, i.e. grades. Grades, however, cannot fully convey the entirety of the need. By gaining a student's trust, and relying on the student to communicate their needs, we can more completely address what the student requires.

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

Every student learns differently. In many ways, I don't "adapt" my tutoring. It isn't a reactive process. To clarify, I don't change or alter my tutoring to fit a certain student. Rather, I only create a specific tutoring plan when I discern the needs of the student.

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