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5+ years
Yangbo
Ever since bringing refugee children up to and beyond grade-level mathematics while tutoring in the mid-2000s, I have always been motivated by a spirit of service to community, society, and humanity at large. Teaching and tutoring is one small but essential part of that ethos.
Massachusetts Institute of Technology
Bachelor of Science, Economics

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Laura
When I was younger, I viewed education as a great leveler, allowing people to move from lower economic groupings to higher ones, but now, I view education as the creator of a wider path for personal and professional improvement that motivates individuals to move past where they might have stopped. F...
Campbell University
Masters in Education, English Composition
University of NC at Greensboro
Bachelor of Fine Arts, Drama and Dance Teacher Education

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Zachary
I have been an educator for over 8 years and my areas of specialization are English, Literature, U.S. History, and Drama. My teaching background primarily involves working with elementary school age children, but I have also conducted workshops for middle schoolers and taught adult learners. I have ...
Cornell University
Bachelor of Science, Labor and Industrial Relations

Certified Tutor
5+ years
Aaron
For as long as I have been a student, I have taken great pleasure in imparting my knowledge on others and in seeing others succeed. I especially love tutoring motivated, hard-working students to help them achieve their full potentials. When reviewing material with a student, I generally like to delv...
Rice University
Current Undergrad, Mathematics

Certified Tutor
4+ years
Ashli
I am passionate about languages and helping you learn to speak better French or English! I provide engaging activities and authentic resources to help you build confidence and the skills to communicate effectively...in real life! My goal is to get YOU actually using the language- right away. You can...
University of North Texas
Master of Arts, French
University of North Texas
Bachelor in Arts, French

Certified Tutor
8+ years
Andrea
Teaching is my passion; as a Sagittarius, I am on an endless quest to learn more and help others do the same. I have taught over 100 college and graduate students in my career, in courses ranging from writing seminar to research methods.I'm currently faculty at The New School (Parsons School of Desi...
The New School
PHD, Urban + Public Policy
Sarah Lawrence College
Bachelors, Liberal Arts

Certified Tutor
4+ years
Eric
I am a graduate of The University of Tennessee where I received a Bachelor of Science in Accounting. I also have an MBA from Tennessee Tech University and am a CPA. Outside of my academic accomplishments, I have worked in a Fortune 200 Energy company within its Finance and Accounting functions and h...
Tennessee Technological University
Masters in Business Administration, Business Administration and Management
The University of Tennessee
Bachelor of Science, Accounting

Certified Tutor
4+ years
Gloria
I have a Bachelor Degree in Business Administration with an emphasis in Management, a Masters Degree in Education and currently I am on a hiatus from my Doctoral program of Higher Education and Adult Learning of which I have two courses including a research course and project to complete, prayerfull...
Strayer University-Tennessee
Masters, Education
Columbia College
Bachelors, Business Administration/Management

Certified Tutor
6+ years
Alex
My past students and friends say that my face lights up when I start talking about math (especially calculus). Between my Applied Mathematics degree from the University of Rochester and my Eagle Scout award, I have natural passions for mathematics and helping people. Let me combine these passions fo...
University of Rochester
Bachelors, Applied Mathematics

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Sarah
I am a graduate of the University of Virginia, where I received a Bachelor of Arts degree in Global Public Health. After college, I went on to get my Masters of Science in Biomedical Science at Tufts University School of Medicine. I am currently applying to medical school and hope to matriculate nex...
Tufts University School Of Medicine
Current Grad Student, Masters of Biomedical Science
University of Virginia-Main Campus
Bachelors, Global Public Health
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I am a student at Miami Dade College, and I aim to transfer into Florida International University. I am pursuing a Bachelors degree in Physics and Philosophy, and more specifically Applied Physics and Philosophy of Science. Throughout my academic career I have increasingly become amazed at and passionate about the fundamental studies in the scientific field, such as pure mathematics, physics and chemistry. I tutored many of my classmates during my high school years and eventually became know as "the neighborhood tutor". Immediately after high school i began to tutor privately and have been doing so for two years. Aside from my own independent tutoring, I have worked as a math tutor in a separate tutoring company as well as a Physics assistant in my college where I helped various groups of students with college physics one and two.I have always found it a wonderful experience to introduce or develop a student's understanding of what I consider an exciting and unique perspective of the beautiful world around us. Aside from my primary interest in most science and math courses, I also have become rather adept with writing both explanatory and narrative essays. I hold education to be an intrinsic part of human existence-Humans are meant to learn. For this reason, I believe that teaching is really an internal process that happens within all of us, and my job as a tutor is only to act as a facilitator and catalyst to the powerful potential that exists within all people. Outside of my academic life, i enjoy playing the occasional game of soccer, jamming out on my trumpet, and practicing public speaking skills in both controlled and spontaneous settings.
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I graduated Magna Cum Laude with a Bachelor of Science in Cell and Molecular Biology with a minor in Chemistry at Texas Tech University. Currently, I am striving towards my Master of Science in Environmental Sciences and Policy at Johns Hopkins University, and will be obtaining my degree in May of 2022. Being a student myself, I am excellent at pinpointing what each learner needs to succeed. I was a former educator at a community college focusing on biology and microbiology. This college had multiple early college high school programs in place, therefore I have taught at the high school and college level. Prior to that, I was a group tutor for honors biology (known as a supplemental instructor), in which I created review packets and held sessions for the students. More than halfway through my advanced graduate program, I feel confident in my ability to stretch my teaching skills past biology and microbiology, into environmental science as well!The foundation of my teaching philosophy is to be patient and motivational. I encourage students to take their time and we can always attempt different learning methods or routes until the student truly understands the concept. I focus on reiterating concepts, drawing images and writing helpful key words on the whiteboard, and asking the student questions throughout the lesson to ensure they are grasping the material.I would love to help you succeed!
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I am a tutor because of all of the great tutors that influenced me throughout my academic career. I was always a good student, but I believe that the tutors that have been in my life helped me to become an outstanding student and tutor. With their help, I was able to finish high school at the top of my class and go on to receive my Bachelor of Arts in English from Emory University. I am currently studying at Morehouse School of Medicine located in Atlanta, GA.My tutoring experience began in high school where I tutored students and my peers in all subjects ranging from phonics to calculus. Throughout college, I continued to tutor students from elementary school all the way up to those in college. After graduating college, I worked with a professional tutoring company for two years where I learned a variety of different tutoring techniques to apply to different learning styles. I have experience tutoring a variety of different subjects such as biology, chemistry, English (both language and literature), and multiple levels of math (pre-algebra, algebra, geometry, trigonometry, pre-calculus, and calculus). My ultimate goal as a tutor is to have students truly understand a concept and then to move ahead.I have embraced the idea that learning is a different experience for everyone. For some, it takes no time at all, while for others it is an extremely difficult task. All in all learning takes effort. With this idea in mind, my tutoring methods are extremely flexible to meet the need of every student that I come into contact with. At the end of the day, the student should feel a sense of understanding that they did not have before. I strongly believe that learning should be a fun experience so that what you learn sticks with you.Aside from being a tutor, I am a huge sports fanatic, especially football (both college and professional)—Go DAWGS & Go FALCONS! I also have a passion for cars. I am an amateur figure skater and love to read & shop during my free time. The thing that I value the most is my family. I believe in going after your dreams and doing all that you can to achieve your goals; and I truly believe that education is one of the most valuable tools you can have.
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Frequently Asked Questions
Students typically find supply and demand curves, elasticity calculations, and consumer/producer surplus the most conceptually difficult. Many struggle with understanding how price changes ripple through markets and why firms make specific production decisions at different price points. Utility maximization and indifference curves also trip up students who haven't built strong graphical reasoning skills. A tutor can break these down step-by-step, starting with real-world examples before moving to formal economic models.
AP Microeconomics is heavily graph-dependent—you need to interpret supply/demand shifts, understand deadweight loss areas, and recognize how taxes or price controls appear on diagrams. Many 9th graders haven't developed the visual-spatial reasoning needed to quickly sketch and label these correctly under test pressure. Tutors focus on building graph fluency through repeated practice with variations (shifts vs. movements, different market structures, international trade scenarios) so students can draw and explain them confidently on exam day.
The exam has 60 multiple-choice questions (70 minutes) and 3 free-response questions (50 minutes). A smart strategy is to move quickly through straightforward MC questions, flag conceptual ones for review, and save time for FRQs where you can earn partial credit by showing work. Many students lose points by rushing through graphs or misreading what a question is asking. Tutors help students practice pacing with full-length exams and teach them to identify question types ("Is this asking about price elasticity or income elasticity?") before diving into calculations.
FRQs typically ask you to draw a graph, identify equilibrium, calculate changes, and explain economic reasoning—often in 15-20 minutes. Students who succeed label axes clearly, show all work (even if the final number is wrong, you get credit for method), and write explanations in economic language ("quantity demanded decreases because of the substitution effect"). Tutors coach students to read the prompt twice, identify what graph is needed, and allocate time: 2-3 minutes planning, 8-10 minutes drawing/calculating, 3-5 minutes explaining the economics behind their answer.
Microeconomics concepts build on each other—understanding demand curves requires knowing about substitution effects, which connects to utility theory, which affects market equilibrium. Many 9th graders memorize definitions without seeing these connections, leading to confusion when questions combine multiple concepts. Experienced tutors map out concept relationships visually, show how a single scenario (like a price ceiling) affects consumer surplus, producer surplus, and deadweight loss simultaneously, and use consistent examples (like a coffee market) across topics so students see the big picture.
Common errors include confusing percentage changes with absolute changes when calculating elasticity, forgetting to use the midpoint method, misidentifying which area on a graph represents consumer or producer surplus, and incorrectly calculating deadweight loss from taxes or price controls. Students also struggle with opportunity cost calculations and comparative advantage problems that require careful setup. Tutors emphasize showing every step, using consistent notation, and checking answers by asking "Does this make economic sense?" For example, if you calculate that raising price increases total revenue, you should verify the good has inelastic demand before confirming your answer.
Most students benefit from consistent 5-7 hours per week of study starting 8-10 weeks before the exam, ramping up to 10+ hours in the final month. This includes reviewing notes, working through practice problems, taking full-length practice exams, and analyzing mistakes. For 9th graders taking AP early, tutoring sessions (typically 1-2 hours per week) can accelerate learning by targeting weak spots and teaching efficient problem-solving methods rather than having students struggle through textbooks alone. The key is spacing study over time—cramming the night before doesn't build the automaticity needed for graphs and calculations.
An excellent tutor understands not just economics concepts but also how 9th graders think—why they confuse price elasticity with income elasticity, how to scaffold graph-drawing so it becomes automatic, and how to translate real-world scenarios into economic models. They should be able to quickly diagnose whether a student's error is conceptual ("You don't understand what equilibrium means") or procedural ("You set up the elasticity formula correctly but made an arithmetic mistake"), then adjust their teaching accordingly. They should also be comfortable with both the mathematical side (calculations, algebra) and the intuitive side (explaining why firms produce where marginal cost equals marginal revenue).
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