Tufts University Class of 2013. Double Major in Music & Economics.
Oxford University Visiting Student, 2012
Years of Tutoring Experience: New to tutoring students in advanced coursework; 1 year tutoring an elementary school students in basic mathematics, reading, and writing.
Subject(s) you tutor: English (Language, Literature), Social Studies/History (US History, European History, US Government & Politics), Essay Writing, Mathematics (Algebra, Geometry, Pre-Calculus, Calculus), General Writing Skills, Test Prep (SAT, ACT, AP Tests), Test-Taking Strategies, Organization, Time Management, Economics (Microeconomics, Macroeconomics), Spanish (Basic, Intermediate), Music (Composition, Music History, Music Theory).
Relevant Test Scores: SAT: 2210 (2008 version of test); Critical Reading: 700; Mathematics: 710; and Writing: 800.
AP US History: 5
AP European History: 5
AP English Lit: 5
AP Government: 5
I am a composer, songwriter, and published economist with experience working in early-childhood education. While in high school, I tutored junior high students in mathematics while maintaining strong grades, graduating 2nd in my class and a National Merit Scholar Finalist. I studied Economics and Music at Tufts University while also composing film music and writing pop songs. I spent a year as a Visiting Student at Oxford University, studying at Pembroke College. It was here that some of my economics papers were published. Since graduating university, I have worked as a freelance songwriter and composer, as well as being a private caregiver and mentor and leading classes at a childhood enrichment center.
After working with an elementary school student who struggled with learning disabilities, I discovered my passion for one-on-one tutoring. I have struggled with learning disabilities of my own since middle school; only by receiving specialized help was I able to excel academically. As such, I am intimately familiar with the obstacles that can lead a student to perform below his or her potential, as well as methods to overcome these obstacles. In transitioning to tutoring older students in advanced topics, I employ an approach informed by these experiences.
We examine the context in which the student is struggling, both at home and at school, as much as the material itself with which he or she is struggling. For example, if you are having trouble with the French Revolution, it is probably not the case that you are intellectually allergic to the rise of the Third Estate and the role of technological development in effecting social change. Perhaps the stories and concepts are not being presented to you in a stimulating way, or maybe your memorization-based study habits collapse when faced with essay questions. I seek to help my students zero in on the study habits and test-taking strategies that work specifically for them, while also gaining a better grasp of the material.