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I'm a recent Georgetown University graduate originally from San Diego, CA. I hold a Bachelor of Science in Human Science, and I graduated with Honors with Distinction. While at Georgetown, I completed the pre-medical track and minored in Math. I'm an experienced standardized test taker, and I am passionate about helping students achieve their academic potential! I have tutored elementary school through college students in reading comprehension, math, SAT prep, and chemistry, and even started an afterschool engineering program for elementary school students. I am a strong proponent of framing intelligence as a muscle that is strengthened over time rather than an innate characteristic. While I'm not tutoring, I enjoy cooking, reading, and playing with dogs.

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Rachel’s Qualifications

Education & Certification

Undergraduate Degree: Georgetown University - Bachelors, Human Science; Minor: Math

Test Scores

SAT Composite (1600 scale): 1550

SAT Verbal: 800

SAT Writing: 800


Outer space, medicine, science, reading, being outdoors, spending time at the beach

Tutoring Subjects

ACT Prep

ACT Writing


Cell Biology


College Biology

College Chemistry

MCAT Critical Analysis and Reasoning Skills


Graduate Test Prep

High School Biology

High School Chemistry





Molecular Biology

Molecular Genetics


PSAT Mathematics

PSAT Writing Skills

MCAT Psychological, Social, and Biological Foundations of Behavior

SAT Prep

SAT Reading


Test Prep

Q & A

What is your teaching philosophy?

I believe anyone can learn anything given the right mindset. I'm a huge proponent of what Stanford psychologist Carol Dweck calls the "growth mindset" - the belief that intelligence is a muscle strengthened over time, not something we are born with. I strive to instill in my students that failing, whether it's a bad grade, a missed question, or a low score, is simply an opportunity for growth, not a reflection on one's intellectual capabilities.

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

1) Set expectations for both the tutor and tutee, including responsibilities both parties have to each other; 2) Understand the tutee's goals, strengths, and weaknesses; 3) Outline how often/how long we will see each other and make a plan for our sessions; 4) Emphasize that there are no dumb questions and that learning is all about making mistakes! 5) Dive into content to get the ball rolling.

How can you help a student become an independent learner?

A good tutor doesn't just teach content or test-taking strategies, but teaches her tutee how to learn. This requires an accurate understanding of what learning is -- to borrow one of my favorite quotes from Sal Khan, "Failure is just another word for growing. And you keep going. This is learning." I try to impress this above all else to my tutees in order to help them see their own ability to learn anything.

How would you help a student stay motivated?

I get motivated when I realize I'm getting better. When I'm trying to master a new concept or puzzle through a new problem, I make sure to start with the smaller, easier parts of the problem first. That way, when I master the easy stuff, I feel ready to keep learning. With my tutees, I try to build confidence over time, and a series of quick wins can help students gear up for the tougher problems ahead. There's nothing like the feeling of mastering something that had seemed impossible before!

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

I try to break down difficult concepts to easier, more digestible components. (You might not be able to understand how a house is built right away, but you can start by knowing how to stack a few bricks!) I also make an effort to explain the big picture before we get into the nitty gritty of a problem or concept -- it doesn't make sense to explain what a needle threader is before explaining what a sewing machine does first! Lastly, if students are having difficulty grasping a concept, I try to reframe the problem in other ways, especially ways that might cater better to their learning styles. For example, a visual learner might prefer to see a diagram or a schematic of the concept rather than listening to me explain it.

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