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I have always considered teaching amongst the noblest professions. To me, teachers serve as the sentinels of knowledge. As such, I possess great eagerness to work with students in pursuit of education. Uniting students with an appreciation for and competence in the subjects I instruct ceaselessly exhilarates me, from which I also distill enjoyment and satisfaction that I hope to disseminate to my students.

Since high school, I have engaged in pedagogy, participating in educational outreach programs and professional instructional services during my undergraduate career at the University of Connecticut. I emphasize conceptual understanding in my instruction as comprehension of the underlying principles of material provides the most powerful tool for solving both computational and abstract problems. I will often detail to students derivations to provide a rigorous and complete background on which the student can construct a knowledge base and through which a student can observe clear reasoning and solution techniques. To evaluate student weaknesses, I typically ask the student to demonstrate the corresponding ability and familiarity with material by completing practice problems. After determining the clarity, accuracy, and technique with which the student approaches the problem, I provide an example of an ideal method of solution, ensuring to explain the rationale for each step, from which the student can learn. Then, I request the student to complete a similar problem to exercise the student with the most productive and efficient problem-solving skills.

I have worked as a classroom assistant in a high school local to my alma mater, providing assistance to students in a socially interactive, but academically focused environment to inspire collaboration on in-class assignments, from which I also gained experience in motivating students. I diversified my experience with younger age groups by tutoring at a local middle school, working with students on more rudimentary topics. Additionally, I worked as a personalized tutor for student-athletes through a program during which I planned, arranged, and executed one-on-one tutoring sessions, specializing in college mathematics, chemistry, and physics. I also served as a teaching assistant for a second-semester course in general chemistry.

Regarding my education, I graduated summa cum laude (Latin for, "With highest honor,") from the University of Connecticut with a Bachelor of Arts in physics with a minor in chemistry. I have received acceptance to a graduate teaching program, which I will begin this upcoming summer, that awards a Master's degree in curriculum and instruction as well as secondary education teacher certification. Meanwhile, I continue to conduct research with a professor at the University of Connecticut in theoretical physics.

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Alexander’s Qualifications

Education & Certification

Undergraduate Degree: University of Connecticut - Bachelors, Physics

Graduate Degree: University of Connecticut - Masters, Curriculum and Instruction


Recreationally, I practice piano and the contrabass, having served as a bassist in University of Connecticut Symphonic Orchestra. While I practice piano regularly, I consider myself, at best, an amateur player; at least, I feel this most accurately characterizes my response when asked if I play any instruments. Whenever I convince a friend—who, familiar with my ponderous pace, agrees only begrudgingly—to play a game of chess, I greatly enjoy the immersion in, what I call, the premiere intellectual battlefield. Nevertheless, I easily recuperate their friendship with the many conversations we share in my pass time. When inspired, I write on ethics, psychoanalysis, and transhumanism. However, I cannot fully characterize myself without stating my love for Harry Potter, which I will never hesitate to discuss (even with less receptive parties); I gladly and instantly share, with almost aggressive gusto to a forced audience, my prop movie replica and wand collection with anyone who so much as off-handedly mentions the extraordinary world of witches and wizards. In fact, my present profile pictures borrows from a larger photograph taken on Halloween during which I proudly dressed as a student in the house of Ravenclaw, for which the motto, “Wit beyond measure is man’s greatest treasure,” I embrace fully and wholeheartedly as a life creed. In contrast, I consider the term, “Hufflepuff,” a vile and belligerent insult. I also boast of a prop replica lightsaber collection from Star Wars, which, as many misunderstand yet attempt to remind me, clashes with my 1960s-styled Star Trek artwork, hung beside Broadway posters, with which I have adorned the walls of my bedroom. On the occasions that I trust myself not to lose it, my Lord of the Rings ring features prominently on my forefinger. Beyond those staples and standards of nerd fandom, I am presently working to attain licensure to operate single-engine aircraft. Meanwhile, I strive to proceed to the next level belt in tang soo do—a Korean martial art—under the instruction of Master Doug Wilke, the athleticism of the endeavor nevertheless offset by my love for baking, which I perform on a weekly basis to the caloric misfortunes of my mother to whom I have assigned de facto taste-testing duty.

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