I am a recent graduate from Macaulay Honors program at Baruch College. Since graduation, I have worked as a financial associate in a global bank. I have tutored students since 11th grade in a variety of English and math subjects, including standardized prep. I love helping students improve their knowledge, and am sure I can be of help to you, especially in grammar!
Undergraduate Degree: CUNY Bernard M Baruch College - Bachelors, Finance
ACCUPLACER College-Level Math
ACT with Writing
College Application Essays
COMPASS Writing Skills
MCAT Critical Analysis and Reasoning Skills
Elementary School Math
Elementary School Reading
Elementary School Writing
High School Business
High School Economics
High School English
High School Writing
ISEE-Lower Level Mathematics Achievement
ISEE-Lower Level Quantitative Reasoning
ISEE-Lower Level Verbal Reasoning
ISEE-Lower Level Writing
ISEE-Middle Level Verbal Reasoning
ISEE-Middle Level Writing
ISEE-Upper Level Verbal Reasoning
ISEE-Upper Level Writing
Middle School Reading
Middle School Reading Comprehension
Middle School Writing
What is your teaching philosophy?
As a tutor specializing in standardized exam preparation, I start each lesson by jumping straight into the material. Since topics on standardized exams are given in random question order, that is how I structure my lessons. My students dive into practice sections, after which we review each incorrect answer and conduct a full lesson on the un-mastered topics until the student feels comfortable with that topic.
How can you help a student become an independent learner?
I am a strong believer in the Socratic method. Instead of giving my students all of the answers, I ask targeted questions to lead them to the right path to solve for the answer. I believe this technique encourages students to work more independently over the long run because they see that they can do it on their own.
How do you help students who are struggling with reading comprehension?
In my experience, most students who struggle with reading comprehension do so because they are not interested in the passages they are reading. By re-training students to focus on answering the questions by proving their answers in the passage as they read, rather than by remembering the details from having pre-read the passage, students increase their accuracy and their level of interest in the passage becomes obsolete.