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William

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I have served over five years in the army as an officer since graduating from the United States Military Academy at West Point. I often help my soldiers with their college courses and spend a lot of time mentoring them and coaching them to reach their goals. When I decided to go to law school, I spent months studying and preparing for the LSAT, and I scored a 177 during my first administration. I have many years of experience tutoring and coaching students of all ages, and I will make my extensive knowledge of the LSAT and test taking strategies work for you. As your tutor, I will not just help you perform better on tests or more fully understand target materials, but will work hard to maximize your opportunities to reach your goals.

I am also happy to help with undergraduate and law school admission prep and application review. In high school I was accepted to several top schools including Harvard, and have received acceptance letters from several law schools ranked as top ten in the nation. I would be more than happy to help you by answering any questions about the admissions process or reviewing and editing your application materials. My goal is always to get you where you want to be. Feel free to contact me with any questions, and I look forward to working with you!

William’s Qualifications

Education & Certification

Undergraduate Degree: United States Military Academy - Bachelors, United States History

Graduate Degree: University of Virginia-Main Campus - Current Grad Student, Juris Doctor

Test Scores

LSAT: 177

Hobbies

History, Law, Wrestling, BJJ, and MMA

Tutoring Subjects


Q & A

What is your teaching philosophy?

Everyone has a way they can succeed; my job is to find method that will get you to where you want to be.

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

Assess your current skill set, discuss goals, and create a plan of action to realize your goals.

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

Different teaching styles work for different students. If a student has difficulty learning a particular skill or concept, approaching it using a style based on the student's input can often help break through barriers.

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

Slowing down and digesting the material in smaller increments can help improve reading comprehension.

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

I like to ask what the student has already done and identify their concerns to ensure that we do not waste any of their time.

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

Ask them to explain the material to me as if they were teaching it.

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

Use their strengths as a bridge to help shore up their weaknesses.

How can you help a student become an independent learner?

By teaching test taking strategies and effective study habits, a skilled tutor can help their clients develop outstanding independent learning skills.

How do you evaluate a student's needs?

The best way to evaluate a student’s needs is to ask about their goals. By finding out what a student wants to accomplish, we can work together to develop a plan for getting them there.

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

Every student requires individualized attention; by working with a student I can determine what teaching styles and exercises are most effective for their individualized progress.

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

Usually practice problems, paper, and a pencil are all an effective session will require.

How would you help a student stay motivated?

By reminding them why they sought out tutoring in the first place. By focusing on goals, we can ensure both the student and I remain focused on working toward their desired end state.

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

By demonstrating its applicability outside what the student may have previously considered.