Academic Tutoring

I offer custom one-on-one tutoring for these subjects:

  • Algebra 1

  • Geometry

  • Algebra 2

  • Precalculus

  • Calculus

  • AP Calculus AB or BC

  • Physics (All levels, including AP)

Depending on where a student is at, in a tutoring session we may:

  • Reteach any material that was confusing

  • Fill in any gaps we come across in material from previous years

  • Work through current homework to make sure everything is solid

  • Brainstorm ways to fine-tune their study process

  • Work ahead, previewing upcoming material

  • Go more in depth, building deep conceptual understanding, exploring complicated ideas and solving difficult problems using critical thinking

FAQs

  • Fun! I do something different with every student, so we’ll work together to figure out what is most effective for you, whether that’s doing overviews on what you’re learning, working ahead, working through homework together, or doing AP style practice problems together.

  • We’ll make good use of whatever time we have, but here’s what I recommend, in general:

    As-needed lessons:

    If a student isn’t needing regular support but would like to occasionally meet to go over a concept in more depth or ask me questions before a test, we can absolutely do that. We can either do a full hour or even just a quick half-hour.

    1 lesson per week:

    This is a good basic schedule for students who are already doing pretty well in a class. We can usually cover a week’s worth of material in a 1-hour lesson. If a student just has occasional questions or would like a little more support in a class, this is a great option.

    2 lessons per week:

    If students are taking both math and physics, it generally works better to have one lesson for each class every week. 2 lessons per week is also ideal for students who are struggling, or who have background material to catch up on.

    If we’re covering content that’s different than what’s covered in class (for example, if we’re reviewing fractions, percentages, and decimals) it’s best to have at least two lessons per week, just so that they’re getting some engagement with the material a few times a week, in addition to homework. This could absolutely be two half-hours per week.

    3+ lessons per week:

    For students who are taking multiple classes, or who are wanting to make a lot of progress quickly, or who have a lot of material they want to cover, or who struggle with doing homework on their own and temporarily want more support and to work through that together, three lessons per week can be really great.

  • My rate is $120/hr.

    Lessons are typically 1 hour.

    For cancellations with less than 24 hours’ notice I charge half the cost of the lesson. For cancellations with less than an hour’s notice I charge the full cost of the lesson.

    For payment, I accept Venmo, Zelle, or mailed check.

    You can pay lesson-by-lesson or monthly. If you choose the monthly option, I send you an invoice at the beginning of the month. Payment is due by the first lesson of the month. Any unused lessons will be refunded or credited to the next month. Any extra lessons added will be billed in the next month’s invoice.

  • If you’d like! I give extra practice that is tailored to specifically what students are working on. I always include answer keys, and I only give homework that students request and have time for.

  • If you’re interested in working with me, contact me below or on my contact page and let me know what you’re looking for!

    From there, we’ll schedule a thirty minute consultation / trial lesson, where the student and I talk about what they’re looking for and go over something they’re currently working on, just to see if they like working with me and if it seems like a good fit.

  • Algebra 1

    Geometry

    Algebra 2

    Precalculus

    Calculus

    AP Calculus AB

    AP Calculus BC

    Physics

    AP Physics 1

    AP Physics 2

    AP Physics C: Mechanics

    AP Physics C: Electricity and Magnetism

  • I meet with all students online, via Zoom.

    For students who use OneNote, I create a shared OneNote with a new page for every meeting, so they always have access to the notes we take. They can also put questions in there any time between lessons, and I will also put as much extra practice in there as they’d like.

    They’re also welcome to text or email me questions any time between lessons.

Get in Touch

If you have questions or you’re interested in working with me, send me a message! I’d love to hear about what you’re looking for and what I can do to help.

Outcomes

I’ve seen a lot of really amazing outcomes.

  • I’ve seen students go from failing to getting perfect scores on tests.

  • I’ve seen students who were approaching physics problems completely by rote learn how to think critically and analyze complex problems.

  • I’ve seen students who were totally intimidated by math, feeling like they were bad at it, decide they wanted to be mathematicians.

  • I’ve seen students who had failed a class two or three times finally make it through. I’ve seen college students who need to pass that final math class in order to get their degree in something they love, make it through, graduate, and go on to their careers.

  • I’ve seen students who were making so many small mistakes they were failing test after test start acing them seemingly overnight.

  • I’ve seen students totally lost, unsure how to go about studying for a math class, streamline their study process and become incredible note takers who can analyze a concept and summarize the key information so that their notes are useful to them later.

  • I’ve seen students start doing extra practice on their own because they see how much it helps.

  • I’ve seen one student learn three years of math in less than a year, understanding it fully and making incredible gains in her critical thinking, through her own dedication and incredibly hard work.

The thing is that these outcomes don’t really come from me. They come from the student. I’m here to support them, to explain concepts, to coach them on their study processes, and to encourage them, but ultimately this is their project, I’m just here to give them tools and to help them believe it’s possible.

The other thing is that these outcomes often take time. Typically, I do a combination of teaching material, coaching on test-taking skills, and brainstorming with the student about their study process. I never just come in and tell a student what to do or how to study, because everybody is different, and I think the most empowering outcome is that the student develops their own study process. This means that, while often we see a lot of improvement right away, sometimes change and improvement can take a long time, possibly a few months or even a year. However, the end result is that the student has a really individualized, authentic process, and also has the experience of overcoming a challenge in their own way, not just an experience of someone coming in and telling them what to do.

Diagnostic and Review

Sometimes, if a student is having difficulty in math, it can be because they missed some earlier building blocks, either because they switched schools, were sick for a week when some key content was covered, or maybe they even skipped a grade early on.

In this case, it can be really helpful to take a diagnostic test, determine if there are any gaps, and then make a plan to fill in that missing material.

I offer diagnostics for:

  • Prealgebra

  • Algebra 1

  • Geometry

  • Algebra 2

Over the summer is a fantastic time to do this; it can be tough to fit it in during the school year.

My recommendation would be to take the diagnostic in mid-June, and then to schedule lessons 2-3 times per week (depending on how much we’re planning to cover) in August, as a ramp-up to the school year.

Summer Head Start

After a summer off, everyone is a little rusty on math. It can be really helpful for students to have 4-8 lessons in August to get a head start on the material for next year. Partially to get back into the habit of doing math and dust off the math facts, but also to hit the ground running and make the transition into the next school year go really smoothly.

It’s great for students to start the school year feeling comfortable with the material right off the bat.

This is especially beneficial for students who are going into Algebra 2, because typically they took Geometry the last year so it’s been a while since they graphed linear equations and solved systems.