In college, I studied Psychology and Natural Sciences. After graduating in 2014, I took a few years to conduct basic science research in mitochondrial physiology. At the same time, I became an instructor in college Biology laboratory and discovered I really enjoyed teaching. Since then, I have tutored college Biology, Chemistry and Physics, and helped students prepare for MCAT. In addition to building the knowledge base, I like to emphasize critical thinking and problem solving. After 7 years of tutoring, I became aware of many social and psychological factors and prior life experiences that can affect learning. This understanding allows me to help students manage their test-taking anxiety and challenge any negative beliefs that get in their way. I believe that intelligence is not fixed (and this idea is backed by neuroscience) and that anyone can improve by working smart, regardless of where they started. One of the challenges of MCAT preparation is integrating the content from the science courses taken in college simply due to its overwhelming volume. I like to teach critical thinking skills that can be applied throughout all of the MCAT sections and beyond, including in medical school. Forgetting a name or a fact does not mean all is lost; it is the understanding of fundamental concepts that matters.
Undergraduate Degree: CUNY Bernard M Baruch College - Bachelors, Psychology
I play table tennis and volunteer at the animal shelter transporting dogs to their adopting families.
GRE Subject Test in Biochemistry, Cell and Molecular Biology
GRE Subject Tests
High School Biology
High School Chemistry
High School Physics
MCAT 10-Week Prep Class
MCAT Psychological, Social, and Biological Foundations of Behavior
Middle School Science
Study Skills and Organization
USMLE Step 1
What is your teaching philosophy?
My teaching approach is based on the premise that intelligence is malleable. During my undergraduate years and teaching, I met a lot of students with deterministic view about their learning abilities, and saw how this belief affected them in areas they thought they were "not good at."? Usually, these students were worried about the outcome (grades) more than their performance during the course. I help alleviate their anxiety about grades by redirecting their attention to their learning habits.