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As a specialist of foreign language pedagogy and linguistics, my teaching strategies are backed by innovative research concerning second language acquisition and its influence on language learning in the classroom. My French instruction is differentiated based on students' needs and levels of proficiency, and I value culturally relevant speaking and listening practice above traditional grammar-based instruction. The 10 years I have spent building my instructional knowledge in teaching world languages, has allowed me to significantly hone my communication and student engagement skills. I look forward to working with a wide variety of students!

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Emily’s Qualifications

Education & Certification

Undergraduate Degree: New York University - Bachelors, Linguistics & French joint major

Test Scores

ACT English: 33

ACT Reading: 31


Playing the drums, guitar and piano; baking; hiking, boating and camping; spending time with my family and pets (I'm a huge animal lover); reading and doing crosswords!

Tutoring Subjects

ACT English

ACT Reading

AP French Language and Culture

College English

Conversational French

Conversational German


English Grammar and Syntax

Essay Editing


French 1

French 2

French 3

French 4


German 1

German 2

German 3

High School English

Homework Support



Middle School Math




SAT Subject Test in French

SAT Subject Test in French with Listening

SAT Subject Tests Prep

Test Prep


Q & A

What is your teaching philosophy?

When it comes to teaching, I believe in maintaining a flexible, creative and above all encouraging environment for my students. Everyone has his or her own preferred learning style, and in order to achieve the best results possible, I encourage my students to participate in developing our lessons together. That way, they not only feel like they are in control of their education, but that they are supported and encouraged to continue growing.

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

The first session with a student is all about getting to know his or her goals. I would ask the student what brought them to Varsity, why they feel inclined to work with a tutor rather than on their own, what interests them most about their given subject, and their preferred learning techniques. I am also always interested in what my students like to do outside of academia; that way, I have insight into their daily lives and am able to see how I can better incorporate the desired subject without adding any stress. Also, during the first session I like to work with my students on a plan to pace out materials, creating a flexible schedule that we can refer back to and adjust as we go along. I have found that my students learn the most when they have an equal hand in determining their goals for each session.

How can you help a student become an independent learner?

My goal as a tutor is to provide support and guidance - not a crutch. I believe that every student is capable of learning independently, and that a significant part of my job is to help him or her develop this independence. Often I will encourage students to first try to solve problems or answer questions on their own, then work with them to see how they came to that answer and discuss other ways they might approach similar problems. Because there is a vast spectrum of learning techniques, I try to set up activities with a provided framework that gives my students a variety of options or choices while providing specific boundaries. This way, students are not overwhelmed by having to work without any direction at all, meanwhile making independent choices and bolstering confidence.

How would you help a student stay motivated?

Staying motivated is something that every person struggles with on any given day. When it comes to dealing with material that students are already struggling with, staying motivated can be an exceptionally hard task. Knowing this, I have found many ways to encourage my students to keep going and to even enjoy learning more about a subject that was perhaps once a burden. I set high but realistic standards for my students, and praise them for working on their given tasks, be they big or small. I also constantly mix up activities to avoid monotony and boredom. Checking in with my students is crucial to keeping them motivated - the more I know about what works/doesn't work for them and their own opinions about the materials or activities not only helps me to adjust our sessions but it also gives the student a hand in their education and a sense of personal responsibility for their performance.

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