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In my experience, some aspects of tutoring remain constant regardless of subject matter or age of the student. However, many facets of the tutoring process are dynamic and should be tailored to the needs of the specific student. I have worked with students of various ages in a wide range of subjects, and have learned how to adapt my tutoring style accordingly.
Last year, I taught English in China to children aged six to twelve. I learned about keeping the attention of children and how to work with the energy children have rather than trying to fight against it. Striking a balance between having fun and maintaining structure is essential with students of this age, as is communicating clearly and directly. I also gained experience teaching English as a second language, as well as reading comprehension, spelling, and elementary writing.
As a counselor at a girls' camp, I was able to work with young teens. Through this experience, I learned that the approach to teaching students of this age must be different than teaching young children. With adolescents, it is important to make a particular effort to get to know each of them as an individual, and make sure that they feel respected and trusted, and not belittled in any way. Helping students of this age to feel confident in taking ownership of their education will not only help them in the tutoring sessions, but also develops good habits as they proceed through high school and college.
As an undergraduate, I was trained as a writing tutor and worked for a year tutoring my peers. Through this training I learned established pedagogical techniques to help overcome potential roadblocks students face. I am currently in a PhD program studying communication, as part of that program I work as a Graduate Teaching Associate and spend most of my time interacting with and assisting with undergraduates. Tutoring young adults is less about instructing and more about being available as a resource, listening carefully to the problems your tutee faces, and being an effective problem solver and cooperator.
While I have experience teaching and tutoring, I also have experience being tutored. I have always had a hard time learning math, and I know firsthand how incredibly frustrating it is to struggle to understand a concept when those around you seem to be catching on quickly. I also know the difference a tutor can make in alleviating that discouragement and building confidence and motivation. The support I received from tutors made me feel safe enough to push through my fear of failure. I want to be that support for students.
My goal is to create an environment where students can feel comfortable asking any question as many times as they need to without feeling like they are exposing themselves to ridicule or leaving a negative impression on a teacher who is in control of their grade. I want them to come into our sessions feeling hopeful and leaving feeling successful.
Finally, I have been writing and preforming stand-up comedy for six years, and believe that levity and laughter is vital to overcoming discouragement and feeling comfortable.

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Hannah’s Qualifications

Education & Certification

Undergraduate Degree: Brigham Young University - Bachelor in Arts, Mass Communications

Graduate Degree: The Ohio State University - Current Grad Student, Communication, General

Test Scores

ACT Composite: 28

GRE Quantitative: 153

GRE Verbal: 168


Reading, rock climbing, stand-up comedy

Tutoring Subjects

ACT English

ACT Writing

Adult Literacy


American Literature

American Sign Language

AP English Language and Composition

AP English Literature and Composition

AP World History

British Literature


Creative Writing

Elementary School Reading

Elementary School Writing


English Grammar and Syntax


Essay Editing

High School English

High School Level American Literature

High School Writing


Middle School Reading

Middle School Writing




Public Speaking

Social Sciences

Social studies


Spelling Bee

Study Skills

Study Skills and Organization

Test Prep


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