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I presently teach at the college level and I have also taught mathematics from grades K-12. Students benefit from tutoring sessions with me because they feel confident with the assignments they are given, and are able to retain and utilize the concepts that I have taught them. I know that they usually understand or master the topics I teach them, because I informally assess them at the end of the session and their results are at or above the level they are expected to be at. In addition, I use approaches where I relate the subject matter to their personal interests where they can form a connection.

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Bonnie’s Qualifications

Education & Certification

Undergraduate Degree: CUNY College of Staten Island - Bachelors, Math

Graduate Degree: CUNY College of Staten Island - Masters, Math


I most enjoy painting, dancing, spending time outdoors, and nature.

Q & A

What is your teaching philosophy?

My teaching philosophy is to show how the subject matter is used in everyday life and how students can relate to the topics according to their personal interests. Once students see a purpose for what is being taught, their level of motivation to learn the content increases. I use creative strategies so they enjoy learning the topics that are presented to them.

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

I would give them an informal assessment or pretest to see what they know and which concepts they would need to practice more. I would focus on the problems they struggle with instead of reinforcing the information they already know.

How can you help a student become an independent learner?

I would teach them study skills or test-taking strategies where they can apply them to formal assessments or other tasks.

How would you help a student stay motivated?

I would relate the subject to their personal interests. For example, if the student likes baseball, then I would create word problems about baseball or any other activities they may enjoy.

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

I would use multiple strategies such as using pattern blocks, base 10 blocks, or other concrete objects so the student would be able to visualize the information being taught.

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

I would review key concepts and vocabulary where they would see how to identify this information in a word problem. I would ask them the following: What is the question? Which strategy will you use to solve the problem based on the key facts? and How would you use this strategy to solve the problem?

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

Using manipulatives for younger students and showing older ones basic examples, and progressing to more difficult problems as their understanding of the concepts increases.

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

I would create math games or puzzles for younger students and relate the topic to career choices older students may have.

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

I would use both informal and formal assessments such as questioning or written problems they would have to solve by showing and explaining their work.

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

I would begin with basic problems and increase the level of difficulty depending on how confident they feel with solving each problem.

How do you evaluate a student's needs?

I assess their verbal and written solutions to problems by focusing on how they showed their work, aside from just presenting the solution.

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

It depends on what type of learner they are. For example, if they are a visual learner, then I would use manipulatives or drawing diagrams as a strategy.

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

I use pencil, paper, a calculator, manipulatives, and a computer if there was an online component required.

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