Our Tutors

Kristi K

Teaching Style

My style is very unlike most educators, but that is why I believe I have such a high success rate. I believe that each student should have fair and equal educational access and that each child has the ability to learn. I believe in having the highest expectations for EVERY student. I also believe in making sure that curriculum and lessons are relevant to the child's surroundings, and I practice the strategies of modeling and practicing the concepts or assignments with the student.

Experience Summary

For the past four years, I have spent much of my teaching career working with ESE children and those from low income backgrounds with significant learning barriers. I have been incredibly successful in making learning gains and working toward successful high school completion and college enrollment. I have also tutored students after school and during the summer for the past four years in all core subject areas.

Lin L

Teaching Style

I enjoy working with learners from preschool-age through the adult years. I have found that encouragement and positive reinforcement seem to be most successful in helping my students reach their highest potential. As an educator it is my responsibility to determine what each student needs. Sometimes the student needs the information re-taught; sometimes the information needs to be presented in a different way; and sometimes the student needs additional practice to move the information from short-term to long-term memory.

Experience Summary

After graduating from college, I began my career in education at the elementary level. As I was teaching, I realized I needed a better understanding of the reading process because it is such a fundamental skill. I decided to get my Master's degree in reading. I have taught in elementary and middle school classrooms and have worked as both a math and a reading specialist. Throughout these experiences I have been actively tutoring as well. I have tutored in reading, writing and math through the college level.

Boris B

Teaching Style

I believe that excellence in teaching comes from the teacher's adaptation to student's specific needs. In particular, for some students, visualization may be the essential component for them to understand a certain concept or an idea in mathematics, and by furnishing examples and various proofs with pictures enables the student to learn the concept, whereas for other students it may be the algebraic equation that allows them to see a certain idea. In the first couple of sessions, I probe for the specific needs of the student and then am able to connect with that student so that he/she feels comfortable with the subject. I am a patient teacher and believe that all students are able to grasp the subject. I teach in a disciplined manner, so that the topic presented is coherent and follows a logical flow. I make sure that the theoretical concepts are internalized in a concrete example for the student. Above all, I carry a positive disposition wherever I go and encourage students to enjoy math.

Experience Summary

I am a graduate of GaTech, with a Math and Psychology BA degrees. Aside from my two majors I have minors in Philosophy and Cognitive Science. During my years of high school and college, I have tutored students in Mathematics -- be it in calculus or statistics, or the math portion of the SAT. At the moment I work part-time at the Korean after school program, called Daekyo America Inc., as a math instructor for both high school and middle school. I have participated in various Mathematical Competitions, and have won numerous awards, including the Grand Prize Winner in USAMTS (United States Mathematical Talent Search).

Beverly B

Teaching Style

I have had experience with students from middle school to graduate level in college. I was a very successful teacher and administrator and also an adjunct professor at the University of Cincinnati. I am very patient and have been most successful with guiding students to reach maximum potential. I am extremely dependable and very much student centered. I bring a wealth of resources to assist your student in receiving the best experience possible.

Experience Summary

I will retire from the Cincinnati Public schools where I served for 30 years as a teacher, and as a high school principal, on June 30, 2008. I received a doctorate in Urban Education Leadership in 2004 and am credentialed to teach English and Communications/Speech. I hold a Masters in Reading. I have won numerous awards for my teaching. My area of expertise is in writing and research. I have tutored students in all levels of English from basic to Advanced Placement. As a principal, I tutored students after school so that they could successfully pass the Ohio State Graduation Test and also helped tutor students for SAT and ACT.

Davorin D

Teaching Style

From my tutoring experience, I have noticed that students have trouble understanding the meaning of numbers and symbols on paper simply because no one has taught them how to visualize and interpret them in a real world situation. They also don't realize that they have plethora of resources and tools available to them to help them, yet they rarely utilize them. I try to give hints and clues to my students and let them obtain the right answers on their own instead of simply solving the problem for them. I believe this gives them a much better understand of the material.

Experience Summary

Having recently graduated with a Bachelor's degree, I am continuing my education to obtain my Master's degree in mathematics. Number Theory will be my focus, as I intend to get involved in the encryption field. During my senior year as undergraduate, I have worked on campus as a teacher's assistant and at home as an online tutor for UNCG's iSchool program. I have privately tutored undergraduates needing help in pre-calculus and calculus. I enjoyed helping the students and showing them some of my own tricks and ways when it comes to solving the problems.

Carla C

Teaching Style

I believe each student has a unique way of learning, and that my job is to discover and support that learning style. Every writer has his or her own voice, and I work to empower writers to express their thoughts as clearly and powerfully as possible. My goal is not to impose information but to guide students in discovery, to support critical thinking and foster new perspectives. Writing is an intensely personal and creative act; I believe in providing a framework within which writing students can comfortably and confidently learn the strategies to speak easily on the page.

Experience Summary

I've spent most of my life helping people learn, starting as a peer tutor in high school! I began teaching professionally as a teaching assistant in college, and since then I've taught in a wide variety of settings, including government training programs, workplace and vocational education, university, high school and community college classes, and private language schools. As a published writer, I mentor and coach writing students in fiction, nonfiction and college composition, and I've designed and developed many classes and programs to support writing students of all levels. I was a tutor for three years at the International School of Languages in Beverly Hills, working with foreign students to improve their command of English. With a BA and MA in Russian studies and a minor in English and journalism, as well as certification in adult literacy, GED and basic education and a community college credential, I have a wide range of experience in language education and writing competency.

Stuart S

Teaching Style

As a product of top-notch education I feel that I have become intimately familiar with effective teaching styles and have thereby tried to replicate the best of these styles. I would describe my teaching style as adaptive because I feel a certain teaching style that works for one student may be inadequate for another student. For this reason I strive to first determine how a particular student learns and subsequently derive an action plan. For example, if a student seems to retain information from a book or other types of visual material but not from a teacher's lecture I would deem that student to be a more visual based learner. In such a scenario, I would approach the student in a visual based manner through animations, practice problems, and other visual material. On the other hand, if the student was found to be a more auditory-based learner that student may benefit from descriptive metaphors or a verbal walk through of sample problems.

Experience Summary

As a graduate of Bucknell University and the prestigious Mercersburg Academy, I gained a strong affinity for education and thereby providing quality learning experiences for others. While at the Mercersburg Academy I earned a 700 math score and a 680 verbal score on my SATs. At Bucknell I earned a bachelor's of science degree in biochemistry and cell biology while gaining extensive experience in chemistry, biology, psychology, physics, math, and scientific research. I have also gained extensive writing experience in the form of research papers, lab reports, and numerous other classes at both Bucknell and Mercersburg that required a plethora of writing. During the past year I served as an Honors and Accelerated Chemistry teacher at the esteemed Worcester Academy while tutoring biology, physics, and chemistry students during the evenings.

Melissa M

Teaching Style

My teaching style is very hands on. I believe in using lots of manipulatives so the children can discover on their own what is being done. I believe that children learn best when lessons or activities are about something they are interested in. I try to get to know my students and plan lessons that they will be engaged in and enjoy doing. I never give up on my students and know they can learn anything when given the right environment.

Experience Summary

I graduated from Kent State University in December of 2006 with a bachelor's degree in Early Childhood Education. Along with my course work I was placed in 4 very different, semester long, student teaching/field experience settings. In doing so I was able to put the theories and information I was learning in my class work to practice. Since graduation I worked in a child care center, working with toddlers for 6 months, an assistant director of a summer camp for 3 months during the summer (which was my fifth year working there), and am currently substitute teaching. I started out substitute teaching at the beginning of the 2007-2008 school year going to various elementary classrooms throughout the district of Akron Public Schools. Currently I am a long term substitute for a fifth grade classroom at Voris Elementary for the remainder of the school year.