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



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.