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I am a PhD student in Religious Studies at UNC Chapel Hill, looking to supplement my stipend with some tutoring jobs. I take my role as an educator very seriously, committing a great deal of time and energy to my courses at the University, and drawing upon my experience as both a high school and middle school teacher in the past. I have always enjoyed working with kids in recreational (summer camp) and educational capacities, and hope to do the same for many years to come!

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Nathan’s Qualifications

Education & Certification

Undergraduate Degree: Occidental College - Bachelors, Religious Studies

Graduate Degree: University of North Carolina at Chapel Hill - Current Grad Student, Religious Studies

Tutoring Subjects

ACT Science


Algebra 2

American Literature

College Algebra

College English

College Level American History

College Level American Literature

College World History


English Grammar and Syntax

European History


Graduate Test Prep

GRE Analytical Writing

GRE Quantitative

GRE Verbal

High School English

High School Level American History

High School Level American Literature

High School World History

High School Writing




PSAT Mathematics

SAT Writing and Language

Social Studies

Test Prep

World History

World Religions


Q & A

What is your teaching philosophy?

I firmly believe in what I'll (admittedly somewhat tritely) call "novel repetitions." The key to knowledge and skill acquisition is familiarity - if a student can employ their knowledge and skills in a variety of different contexts, then they have actually learned it. Thus, I try my best to provide contexts and problems that require students to take a basic skill, formula, etc., and use it in as many different ways as possible. I also try my best to scaffold, building prior skills back into lessons catering to more advanced ones, so that the basics (and, ultimately, the more advanced skills, as well) become second-nature through sheer repetition.

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

A first session with a student is an opportunity to gauge their abilities. Thus, if they haven't completed some sort of practice exam, I might go over some exercises designed to help me gauge their facility with a variety of the skills needed in the subject we're working on. However, the two most important tasks in a first tutoring meeting are getting to know the student and also working with them to set big goals - what are they hoping to get out of our tutoring sessions? What is their goal for the course/exam we're working on? I find that identifying and articulating concrete goals is a major factor in student motivation, and thus very significant in the earliest interactions between teacher and student.

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