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I am a graduate of the College of the Holy Cross in Worcester, MA. There I received my bachelor's degree in Economics with a concentration in history. I began my college career at The Ohio State University before transferring after three semesters. While at Holy Cross, I was a competing member of the Holy Cross Ballroom Dance Team, a top athlete on the nationally-ranked Holy Cross Men's Rowing team, and an employee in the athletic department.

I was a leader in the Worcester, MA site of Let's Get Ready, a college-preparatory program aimed at preparing under-resourced students. Every one of my students improved their test scores over the course of the program. I was an economics tutor at The Ohio State University, where I worked as a student grader. I have led both private and group tutoring for all sections of the SAT as well as the ACT and other subjects.

My background with foreign language has supported my understanding grammar and sentence structure. My focus on history and academic writing are key to my ability to tutor students who need help in essay writing. My experience in mathematics and my current work as an analyst credit my ability to understand and teach both high school curriculum and test-preparatory math programs. When not working, I enjoy rowing, running, playing my ukulele and participating in Francophone cultural events.

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TJ’s Qualifications

Education & Certification

Undergraduate Degree: College of the Holy Cross - Bachelors, Economics

Test Scores

SAT Verbal: 700


Fitness, French Language and Culture, Playing Ukulele, Geocaching, Rowing

Tutoring Subjects

10th Grade

10th Grade Math

10th Grade Reading

10th Grade Writing

11th Grade

11th Grade Math

11th Grade Reading

11th Grade Writing

12th Grade

12th Grade Math

12th Grade Reading

12th Grade Writing

7th Grade

7th Grade Math

7th Grade Reading

7th Grade Science

7th Grade Writing

8th Grade

8th Grade Math

8th Grade Reading

8th Grade Science

8th Grade Writing

9th Grade

9th Grade Math

9th Grade Reading

9th Grade Writing

ACT English

ACT Math

ACT Reading

ACT Writing

Adult Literacy


Algebra 2

AP French

AP French Language and Culture

AP Microeconomics

AP U.S. Government & Politics

AP United States History

AP US Government

AP US History


CLEP French

College Algebra

College Business

College Economics

College English

College Essays



English Grammar and Syntax

Essay Editing

French 1

French 2

French 3

French 4

High School

High School Business

High School Chemistry

High School Economics

High School English

High School Writing

Homework Support

Latin 1



Middle School

Middle School Math

Middle School Reading

Middle School Science

Middle School Writing



PSAT Critical Reading

PSAT Writing Skills

SAT Math

SAT Mathematics

SAT Subject Test in French

SAT Subject Test in French with Listening

SAT Subject Test in Mathematics Level 1

SAT Subject Test in Mathematics Level 2

SAT Subject Test in United States History

SAT Subject Tests Prep

SAT Writing and Language


Study Skills

Study Skills and Organization


Test Prep

US History


Q & A

What is your teaching philosophy?

Learning is a process--Rome wasn't built in a day and neither was taking down the SAT, GRE, next week's math test, or an essay. By learning from mistakes and missteps, students gain an appreciation for and a can-do attitude towards more difficult academic pursuits.

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

The first session will be my biggest opportunity to learn about the student. I'll learn what responsibilities, restrictions, commitments, and goals the student has in order to best approach each student's unique problems in and out of the classroom. Learning is comprehensive and doesn't stop on the last page of a textbook.

How can you help a student become an independent learner?

Rote memorization went the way of Woodstock and pension plans--real learning isn't stuffing information into a student's head to be regurgitated later. My students will achieve independence in learning by developing useful study techniques that work for them, not having tricks thrust upon them that may work for others.

How would you help a student stay motivated?

While there is an argument to be made for learning to love the process of learning, being goal-oriented is the best way to motivate students. Tangible benchmarks are not merely appropriate, they are most often necessary for substantial learning to take place.

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

Road blocks are natural in learning--everyone gets them and they are, in fact, a good thing--it means that the student is being challenged and is learning something new. The issue needs to get broken down into its component parts in order to see where the precise problem lies. Once the root of the issue is identified, it's a case of "learn by doing" with special attention paid to that root problem. Once mollified, the student can continue with learning new concepts.

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

As a student myself, often bogged down with tedious readings in dated language, I myself needed to create strategies to increase reading comprehension while not taking an hour to read and digest ten pages of 18th century economic literature. I'll use those same tips and strategies to help students achieve their optimal reading comprehension.

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

The number one question try to answer when working with a new student is "What do we know we don't know?" This allows a student to come to grips with their deficiencies, however slight, and gives both the student and me a starting point from which we can launch.

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

Often, students want something to which they can relate. When a difficult topic or subject is put into terms the student knows, the student is more inclined to work with it. If the student likes basketball, I'll put probability in terms of Shaq making a free throw; if the student likes baseball, it can be statistics comparing Babe Ruth to Cliff Lee.

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

The student will either see a more abstract problem or reading with difficult language, using numbers and words (s)he has not yet seen. The student will then explain how to solve the problem or will summarize the passage concisely and in more basic language.

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

The best way to be confident in being right is to be right. Students will not be inappropriately challenged once holding a tentative grasp of a particular topic. The difficulty level of problems will slowly ramp until the student is confident in even the trickiest and most deceptive issues.

How do you evaluate a student's needs?

A comprehensive assessment is necessary to see where a student struggles and excels. Based on this assessment, I will look at what the individual needs of the student are. The most glaring needs will be addressed first and will be re-evaluated later.

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

Different students have different needs. A three-sport athlete with dreams of Olympic glory will need something different than a skateboarder with dreams of being a nuclear engineer. By getting to know each student, his/her learning pace, and what else the student has going on in life, I can work with the student more effectively to elicit the best work from him/her.

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

Most often I will use practice problems or passages, the answer key for my own use, and plenty of loose-leaf paper. I encourage students to use a pen while practicing so that the mistakes cannot be erased or obscured--mistakes are vital, and so too, then, are pens.

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