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I am a graduate of University of Wisconsin-Madison with a Bachelor of Arts in English with an emphasis on creative writing. I just completed my Master of Arts in English literature at Brooklyn College. My goals for the future are to earn a PhD and, eventually, become an English Professor. I have worked for three years as a writing tutor at the Brooklyn College Learning Center, but I have always been the sort of person who friends come to for help with their papers or with their English classes. I also, and I swear I'm not joking, have always enjoyed taking standardized tests and imparting my confidence and techniques in these tests to others. My tutoring technique almost always starts with a conversation with the student. Simply solving a student's issues with specific concepts is often not the most helpful way to teach a subject or prepare for a test. This is why I like to get a good sense of how the student learns and relates to the subject before beginning to work directly on the issues with which the student is having trouble. I am very passionate about all of the subjects I tutor and hope to pass this passion on to students. Outside of academics, I enjoy reading, writing creatively, and watching old movies.

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Theodore’s Qualifications

Education & Certification

Undergraduate Degree: University of Wisconsin Madison - Bachelor in Arts, English

Graduate Degree: CUNY Brooklyn College - Master of Arts, English Literature

Test Scores

ACT Composite: 32

ACT English: 35

ACT Reading: 34

GRE Verbal: 170


Reading, writing, and spending time with friends.

Q & A

What is your teaching philosophy?

My teaching philosophy is fluid, based around what the individual student is looking to get out of our sessions. I take an individualized approach and work to mold my style to fit each person I work with.

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

The first thing I like to do is to get to know the student, mostly in an academic way, but also as to who the student is in terms of their general personality and sensibility. If a student is sensitive, driven, or reluctant, this will change the way I teach. Then, I will ask the student about their general goals academically and what they wish to achieve through tutoring. I will also ask what they perceive their academic deficiencies to be (certainly in more sensitive language than this). After that, I will have the student complete some sort of diagnostic in order to further discover the difficulties they are having in their tutored subject. I will then go over the diagnostic with the student, explaining what it has told me about their individual skills and needs. Finally, I will use this information in correlation with the student's stated goals and concerns to form a plan for the tutoring to come.

How can you help a student become an independent learner?

This is perhaps an overly simplified answer, but I think the best way to help a student to become an independent learner is to work in tandem with the student and discuss my and their thought process as we deal with the issues the student must face. Over time, through an understanding of my and their own thought process, the student will be able to handle the academic tasks they have set forth for themselves more effectively and with less help.

How would you help a student stay motivated?

I find it valuable to always couch any criticism of a student in positive reinforcement and try to see things from their perspective. For the first approach, I always attempt to explain what the student is doing incorrectly, while at the same time (or close to it) explaining what the student is doing well. This way the student does not feel dejected about the difficulties they are having, and sees the possibility of moving forward through their positive attributes. For the second, I make sure to explain why the student may be having the difficulty they are having in order to make them feel empathized with, and that the issue they are having is one that could easily happen to anyone else.

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