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My educational background is in Math and Psychology. I recently obtained my Master's degree in Quantitative Psychology, which is basically research methods and statistics for behavioral sciences. That means I have a strong math background AND a strong Social Science background.
I have experience teaching people of all ages; I've worked with 6 year olds learning to read, middle schoolers preparing for math tests, and graduate students taking advanced stats classes. I love the challenges and joys that come with each of these groups. My teaching style adapts for each student, but as a default I'm big on using visuals and having hands-on experience. Whether that means getting manipulatives for teaching arithmetic or creating practice data-sets for hands on stats practice, I'll make sure we can find a way to give students' their best chance to learn in a hands-on way.
Reach out and see how I can help you learn in a way that works for you!

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Kate’s Qualifications

Education & Certification

Undergraduate Degree: Saint Mary's College - Bachelors, Math & Psychology

Graduate Degree: James Madison University - Masters, Quantitative Psychology

Test Scores

GRE Verbal: 160


Nature, hiking, yoga, crafting, and sports (Go O's!)

Q & A

What is your teaching philosophy?

My teaching philosophy is driven by two theories: 1) the theory of multiple intelligences and 2) a growth mindset . The first of these embodies the idea that, even if a student struggles with some subjects or activities, they may be very gifted in other ways. For example, a student who struggles with math may have great writing skills; a lesson plan for this student should make use of the skills he or she has to help them grasp the skills they are struggling with. The second tenet of my teaching philosophy is a growth mindset. This encompasses the belief that people do not have a fixed intelligence; that is, they can grow and increase their intelligence with hard work. In practice, this means that if a student were to say "I'm not good at math," I would work with them to change that belief, because everyone can be good at math, but not everyone has the skills yet!

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

First, I'd spend a little time getting to know you and figuring out what your needs are! We can talk about the subject areas you need the most help with, any learning strategies you prefer, and what you're looking for in a tutor. I don't want the first session to be overwhelming; it should be all about making a game plan!

How can you help a student become an independent learner?

I like to focus on problem-solving methods over rote memorization. I believe the best way to become an independent learner is to figure out HOW to attack a problem or new material. If I can help a student develop a "plan of attack" for learning, then they can apply that method to anything!

How would you help a student stay motivated?

I believe in the expectancy-value theorem of motivation. It states that a student's motivation to learn will be determined by two things: perceived value and cost. When a student perceives material as important and relevant to their lives, they will be motivated to learn! On the other hand, students will be less motivated to learn if they think learning will come at a great cost to them (for example, they may think it is too much work, will take too long to learn, etc...). The best way to stay motivated is to lower the cost (make learning fun!) and increase the value (make learning worthwhile!).

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

If a student seems to have hit a roadblock, it is important to figure out why. Is there a misunderstanding about previous material that needs to be cleared up? Or, is the difficulty coming from somewhere else? Either way, the first step is to back up and make sure we have a solid foundation on which to move forward.

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

Self-efficacy is so important! I make sure to point out when students are really starting to understand a subject.

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