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I graduated from SUNY Albany in 2012 with a Bachelor of Arts Cum Laude with a concentration in History, specifically World History, and a minor in Sociology. I finished graduate school in 2014 and received a Master of Arts in Teaching: Social Studies with Honors. I am a hard-working, self motivated educator who is constantly looking to gain experience and sharpen my skills.

I have experience teaching 7th grade U.S. History and 12th grade Economics during my time as a student teacher and have experience with my own classroom as a leave replacement in a 9th grade Global History I class. In addition I have worked as a substitute in a variety of classes with students ranging from grades 6-12.

Learning does not have to be boring. In fact, I believe it should be something both the student and teacher enjoy. If the teacher is enjoying the subject, the activities and lessons will be presented with more passion and energy. That is something I try to bring to each and every student. If the student is interested and engaged in the material, he or she will have a much easier time remembering the content and become self-motivated to want to learn more. I also strongly believe that each student has his or her own way of learning. Once I get to know a student and figure out what he or she likes or dislikes, I can cater my teaching to fit his or her preferences and enhance the learning experience. I am readily available and comfortable tutoring students from grades 6-12 in History and also Middle School Mathematics.

Outside of teaching, I am interested in sports and fitness, cooking, traveling, and science. I am generally curious and love to learn as well as teach.

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Christopher’s Qualifications

Education & Certification

Undergraduate Degree: SUNY at Albany - Bachelor in Arts, History

Graduate Degree: Stony Brook University - Masters, Social Studies Education


history, global issues, sports, science

Tutoring Subjects

AP U.S. Government & Politics

AP United States History

AP US Government

AP US History

AP World History

College Level American History

College World History

High School Level American History

High School World History



Middle School Math


Social Studies

US History

World History

Q & A

What is your teaching philosophy?

Each student has his or her own way of learning. As a result, it is important to get to know your student or students and be able to understand their interests and learning styles in order to create activities in which the content material can be interesting and relevant to each learner. The content material may be the same for each student, but the way to teach it and have the students understand the material can be different for each and every student.

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

Specifically it depends on what the student is looking to accomplish. But generally I would get to know the student and have them get to know me. I would most likely provide a set of questions pertaining to their subject of need in order to assess what they know and how much they know as well, as their style of learning. This will help the student and I become familiar with one another, and will provide me with the tools I need to create meaningful and effective tutoring sessions.

How can you help a student become an independent learner?

Giving a student the skill set to be able to understand and retain information is key to helping a student become an independent learner. In addition, engaging the student in the subject and creating a sense of motivation the student feels for themselves to want to learn the material is key.

How would you help a student stay motivated?

Depending on the age of the student, I would use their interests and goals in order to help keep the student motivated. By understanding what the student really wants to accomplish it becomes easier to understand how to keep the student motivated and on track to meet those goals.

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

This can be frustrating for students, so it is imperative to not break the student's confidence. If a student struggles with a particular skill, I would go over the step or steps prior to this more advanced skill and ensure the student understands that. This will reinforce necessary information and build confidence. Next, I would give the students ample opportunities to practice and demonstrate their skills in varying levels of difficulty.

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

It is important to understand what aspect of the writing the student struggles with. It could be grammar, vocabulary, structure, etc. It is important to figure out which area(s) the student struggles with and then attack it. By strengthening the weaker parts of the student's comprehension skills, it will allow for a more complete understanding of the reading.

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

Becoming familiar with a student, conveying the fact that I am here to help them and whatever it takes to achieve that, and understanding how the student prefers to learn are vital when first working with a student.

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

In history, I try to always relate the material to either something that is happening in the students life, or at the very least relate it to something else that is currently happening or something they are familiar with. This brings the materials to life more, and helps remove the label of useless and unnecessary facts from social studies.

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

I would monitor student understanding through numerous measures of assessment. I would use informal assessments, such as just simply asking questions, and also have more formal assessments such as tests or assignments I have designed, to see whether or not the student is understanding the material.

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

Each student has their own skill set and starting point. It is important to find this starting point and build from there. If a student is a lower level learner, I would not start off by giving them advanced materials. This would likely frustrate the student and decrease their confidence. I would give the student materials at or slightly above their skill set to show them they can answer questions correctly and build confidence.

How do you evaluate a student's needs?

Evaluating a student's needs comes from communicating and getting to know and understand the student as an individual. Each student is different and has different needs in terms of content.

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

By figuring out what the student's learning style and needs are, it becomes easier to build lessons or materials to help them. If a student learns much better visually then audibly, I would have them read more. If a student struggles to retain information through reading, I would find useful videos or assignments they can complete manually. There are many ways to teach the same content material, and the method used is depending on the student's individual interests and needs.

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

This depends on the student's preferences and needs, but I would use practice questions provided by the state and created by myself, as well as any videos, readings or anything else the student may find helpful.

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