A photo of Odesha, a tutor from Alabama State University


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I first started tutoring when I was 16 years old, when I overheard a lady confide to my mother that her 5th grade child was struggling in math and she didn't know how to help him. Growing up, I didn't know too many people who could or would tutor. I politely interrupted and asked what was he struggling with. That was the beginning of a volunteer peer-tutoring club. I never stopped tutoring.

I use content-rich humor and visual aids and, if needed, audio reinforcement to help my students conquer various problems and retain what they learned. (The kids I have worked with really laughed when I would beatbox a formula- they told me they would never forget the formula-or that moment). I don't give students answers to homework problems, I build in those I tutor the knowledge, skills and effective methods needed to solve their own problems. I also work with students who struggle with testing anxiety. I enjoy tutoring students for the ACT and SAT, and have had tremendous success with these students.

Odesha’s Qualifications

Education & Certification

Undergraduate Degree: Alabama State University - Bachelors, Chemistry


Rollerblading, reading, singing, making friends, and dancing. I enjoy Latin Dancing, Tropical and Reggaeton with a simple Merengue

Tutoring Subjects

ACT Prep

ACT English

ACT Math

ACT Reading

ACT Science

ACT Writing


Algebra 2


College Algebra


GED Math

GED Science


High School Chemistry

High School English

High School Physics


Middle School Math

Middle School Writing



SAT Prep

SAT Math


Study Skills

Study Skills and Organization

Test Prep

Q & A

What is your teaching philosophy?

Don't give students answers to homework problems: build in them the knowledge, skills and effective methods needed to solve their own problems.

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

I like to see the student's past test or/and homework before we meet. If older, a syllabus is also appreciated. It isn't required, but it helps me to know where I need to rebuild the student's skills. Depending on the student, we talk about his or her interests: later on I'll incorporate that. I ask a few question to ascertain his learning styles. Then we get to work.