I received a BA in Philosophy at Boston University and a JD at Columbia. After my sophomore year at College I taught a history class in India. While studying for the LSAT I gave my friends informal tutoring sessions. I tutor all sections of the LSAT.
The LSAT is high stakes and for many, high stress. Yet the LSAT does not require a great deal of knowledge. It requires a solid understanding of a few basic principles. And it requires a few reliable methods to keep track of things in complex situations. I can help you solidify your understanding of those principles and hone your methods. Then you can become independent and you can approach the LSAT with calm.
I try to keep the tutoring sessions calm and efficient. I focus on the spots that are difficult for you. And whenever you get something wrong, I do not just explain the right answer. I try to understand why you got it wrong and I teach you how to avoid making similar mistakes in similar situations.
My primary hobby is classical music. I taught myself to play the piano and to study scores away from the piano. My secondary hobby (perhaps diversion is a better word) is television. I like the standards (Breaking Bad, Mad Men, the Office, Silicon Valley) and some older shows (Cheers, Seinfeld, The Larry Sanders Show). Perhaps my favorite is 'the Thick of It,' the BBC precursor to HBO's Veep.
Education & Certification
Undergraduate Degree: Boston University - Bachelor in Arts, Philosophy
Graduate Degree: Columbia Law School - Juris Doctor, Law
Classical Music, literature, philosophy, television
Q & A
What is your teaching philosophy?
I focus on basics. Even when situations get more complex, I try to keep the student focused on basics. I also try to give the student a feel for the basics, drawing on examples that interest them.
What might you do in a typical first session with a student?
I would ask them about their interests and the amount of preparation they have already done. Then I would go over the basics and make sure that they are solid.
How can you help a student become an independent learner?
I don't guide them any more than is strictly necessary. I let them do some work with minimal guidance. Sometimes I let them make mistakes. I usually guide them with questions, and I ask the students to be explicit about their reasoning.
How would you help a student stay motivated?
Students need to feel confident that they can master the material, but remain conscious of their problem spots. I promote confidence by reminding them of where they have improved and what they have done well. Also, I keep them from getting complacent by focusing on difficult areas.
If a student has difficulty learning a skill or concept, what would you do?
I try to pinpoint the difficulty and use examples the student might find interesting.