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Hi! I am a student at the University of Wisconsin Madison pursuing a degree in biochemistry. In 2014 I graduated from high school in Inver Grove Heights, Minnesota with a 4.0 GPA and a 33 on my ACT. In my free time I play basketball, listen to music, write programs, and watch movies with my friends. I specialize in math and science of all kinds, I really love teaching biology, chemistry, and physics. I also can prepare students for the ACT. As a sophomore I have already taken physics, calculus, biology, intro chemistry, and organic chemistry. I believe I am able to break down very complex ideas to make any subject much easier to learn. I am available for tutoring in person and online. Thanks for reading, I hope I am the way to get you a better grade with a lot less effort!

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Zach’s Qualifications

Education & Certification

Undergraduate Degree: University of Wisconsin-Madison - Current Undergrad, Biochemistry

Test Scores

ACT Composite: 33

ACT English: 31

ACT Math: 31

ACT Reading: 34

ACT Science: 35


Basketball, Music, Movies, Photography, Astronomy, Skiing

Tutoring Subjects

ACT Math

ACT Reading

ACT Science


Algebra 2

AP Statistics



College Algebra

College Biology

College Chemistry


High School Biology

High School Chemistry

Honors Chemistry

Life Sciences





Test Prep


Q & A

What is your teaching philosophy?

Everybody has the ability to understand the subjects they are being taught and tested on; the difference between those who do well in the classroom setting and those who struggle has to do with how the information is presented. I believe every person is different in the way they interpret the world around them, so teaching should always be tailored to a student’s natural mode of thinking.

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

I establish a connection with my students before I begin teaching; communication is key, and being comfortable with each other is the first step. I will also learn some things about my student in order to relate topics to their everyday life and interests.

How can you help a student become an independent learner?

Problem solving is a lifelong skill; to be able to critically analyze information is something that schools usually assume students have learned. I believe my teaching strategy will help build a toolkit students can access at any time.

How would you help a student stay motivated?

From the Life of David Gale, "Fantasies have to be unrealistic because the moment, the second that you get what you seek, you don't, you can't want it anymore. In order to continue to exist, desire must have its objects perpetually absent. It's not the 'it' that you want, it's the fantasy of 'it.' So, desire supports crazy fantasies. This is what Pascal means when he says that we are only truly happy when daydreaming about future happiness. Or why we say the hunt is sweeter than the kill. Or be careful what you wish for. Not because you'll get it, but because you're doomed not to want it once you do. So the lesson of Lacan is, living by your wants will never make you happy. What it means to be fully human is to strive to live by ideas and ideals and not to measure your life by what you've attained in terms of your desires but those small moments of integrity, compassion, rationality, even self-sacrifice. Because in the end, the only way that we can measure the significance of our own lives is by valuing the lives of others.”

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

Break the topic into manageable pieces, and relate the process to their everyday life to let them form the connections themselves.

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

Focus on the ideas of the passage, and relate those ideas to what you are currently reading, make a framework, and focus on the developing ideas.

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

A lot of subjects seem not to have any importance to the student, but when the student is able to find aspects that are relating to their everyday life, they are more likely to become interested in a tough subject.

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

When given an answer to a question, whether or not if they were right, have them walk you through their thought process.

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

Show them how much they know already, and that this progress has come from their hard work.

How do you evaluate a student's needs?

To figure out a student’s needs I need to know the student at a fairly personal level; if I am able to understand how they think, I will be able to see where the gaps in their knowledge are.

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

There are many different learners out there; for example, I am a very visual person; to be able to relate topics to their learning style helps tremendously.

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

Practice problems, the student’s notes, my own notes, the internet, practice exams, and the student’s homework.

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

Give them a new frame of reference; usually they only learn with their teacher. When given the right tools a student will be able analyze information by themselves.

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