I have a Ph.D. in Psychology from CUNY and have both taught and tutored for years. I have worked with all sorts of students, from first graders to adults. My students have ranged from gifted to LD to ADHD to perfectly average. Academically, I have expertise in learning, memory, emotional processes, and behavioral neuroscience, so I am well-trained in understanding the processes that can block learning. I also have a good sense of humor, and tutoring has always been a pleasant experience for both the student and for me.
Just as I have never shied away from learning difficulties, I also have taught some very technical courses at Queens College, such as Neuroscience of Memory and Psychometrics. My evaluations (from both faculty and students) as a college professor are universally excellent, and reflect my ability to motivate students, clearly structure lessons, and make very complex material understandable.
I have taught college-level statistics many times, and have done graduate-level statistics as part of my research. SPSS is no problem.
Name a field of psychology: I've probably taught it, and can tutor it. These would include developmental, neurobiological, personality, clinical, and cognitive.
Most people need to learn two things about writing: how to make it natural, and how to organize it. I was taught by outstanding writing teachers: write first, organize later. This is how I work with my students.
Tutoring is all about communication. I can take complex, forbidding material and break it down in different ways, until the light goes on.
Education & Certification
Undergraduate Degree: Northwestern University - Bachelors, Psychology
Graduate Degree: CUNY Graduate School and University Center - PHD, Neuropsychology
GRE Quantitative: 780
GRE Verbal: 800
GRE Analytical Writing: 780
GRE Subject Test in Psychology: 730
reading, playing tennis, riding my motorcycle
GRE Subject Test in Psychology
GRE Subject Tests
SAT Subject Tests Prep
Study Skills and Organization
Q & A
What is your teaching philosophy?
Find out what the student doesn't know, understand his or her learning style, and present the information in a way that leverages those strengths.