I graduated from Wesleyan University in 2013 with a Bachelor of Arts degree in French Studies and College of Letters (a multi-disciplinary program that includes English, history and philosophy). I wrote my senior honors thesis on the 1980 Berber Spring in Algeria and 2011 Libyan Revolution. During a semester abroad in Paris, I tutored elementary school children as an English language assistant. While at Wesleyan, I also worked as an ESL instructor, tutoring a Moroccan immigrant and helping him to gain citizenship and employment. Education has given me the opportunity to find what I am passionate about, and I hope to help others gain that same opportunity through tutoring. I tutor in English, French, and standardized tests, and especially enjoy helping students think about subjects creatively and from new angles. My largest interest, outside of education, is music. I worked throughout college as a music director at Wesleyan's radio station, and currently work as a producer and staff writer for Afropop Worldwide, a non-profit radio show dedicated to African music and music of the African diaspora. I also love watching independent films and reading fiction and philosophy. I love living in Brooklyn, but I enjoy leaving the city to go hiking, and I bike throughout the city as much as possible.

I have a Ph.D. in mathematics.I have taught mathematics for 13 years at different levels, such as middle school, high school, private tutoring, and university.

I'm an older fella, having spent over 30 years in the banking industry. But in my present life as a professional tutor, I work closely with young people (elementary school, middle school, high school, and university students) to overcome academic and learning difficulties, and experience with them the satisfaction of good results.I've come to learn some important things about tutoring; that:* Effective tutoring is usually as much about mentoring as it is about teaching.* There should be no limits to the creativity that the tutor is prepared to bring to the table in helping a student (going beyond the presentation of black letters or numbers on a white page).* In addition to solidifying basic skills, it's critically important to build up a student's creativity, confidence, and resilience, in moving toward the ultimate goals of enhancing the student's original thinking and capacity for independent learning.* Above all, patience is the greatest virtue.I look forward to the opportunity to work closely with my students at Varsity Tutors and help them to reach their fullest potential.

As a writer and theater director, I believe so much of learning is telling stories: finding patterns, understanding trends, re-telling and repetition of concepts. Writing, grammar, and reading comprehension is my strong suit, and I love helping students to see the stories I see.

I'm a current MBA/MS candidate at the University of Michigan, as well as a graduate of Wesleyan University with honors. I've tutored both domestic and international students over the last decade. I love working with students who are passionate about where they want to go and what they want to do in life.I'm here to understand your GRE goals, and help you navigate the process to getting there. Not everyone has, or needs to have the same goals, so I'll work with you to personalize your study plan. I look forward to helping you achieve those goals!I have a combined 334 overall score, good for 99th percentile of test takers. Moreover, while the verbal portion comes naturally to me, I had to work my way up from an initially average quantitative score to the score mentioned above.That means I know what it's like to struggle with math, and achieve significant improvement over time. I'll help you disassemble both the quantitative and verbal sections, understand your strengths and weaknesses, and build towards your desired score.Whether you're looking for a couple hours of tutoring, or a customized study plan for the next few months, I hope you'll reach out to chat!

Mr. Chen was my first Mandarin Chinese teacher. He arrived to teach in the 1990s at St. Paul's School, a New England boarding school. As a non-native speaker of Chinese, I sat in Mr. Chen's class behind a desk and studied Chinese. At that time, I was confused and considered dropping the course. But Mr. Chen took me aside and said through hard work and discipline, I could learn the language. This talk inspired me to continue studying.In college, Chinese became more challenging. I had to take dictations, tests, and quizzes. I had to work with other students on skits and dialogues. In the evenings, I listened over and over again to Chinese language audio tapes, and made flash cards for the hundreds of characters we studied. Again, I considered quitting. However, Ms. Liu, my college Chinese teacher encouraged me to go to China. I took her advice and decided to take a year-off to live in Beijing.When I arrived that first time in Beijing, I even had trouble getting to my hotel. But after one summer in China, I was speaking Chinese at a high level of proficiency. I thought in Chinese throughout the day, and even had dreams where I spoke Chinese in the dream.After returning to the U.S. in 2006, I applied to the Chinese Flagship Program at The Ohio State University and won a scholarship from the Department of Defense. The program was a great fit, as I sought greater Chinese language proficiency. During the first year of the Flagship Program, I worked with a mentor, developing expertise in the domain of Chinese media from its earliest beginnings during the Communist revolution, through the Maoist period, and finally to its current state. We also devoted time to reading Chinese short stories, such as Lu Xun's "The True Story of Ah Q" and "A Madman's Diary." Reading these classics, along with reading about China's media gave me better appreciation for the Chinese language, as well as China's history and culture.After the Flagship program, I learned that my true passion for the language and culture would be best expressed through teaching and tutoring. I have spent years studying and learning Chinese and have reached fluency. I view teaching and tutoring as a way to give back what I have learned. Whether it is a particular grammar construction or the use of a particular verb, the moment when it clicks in a student's head and they understand what you are saying is a special moment for any teacher.This past year, I enrolled in a Master of Arts teaching program at Brandeis University. The program is unique in that it specializes in teaching Chinese. There are very few schools in the U.S. which train students to become Chinese teachers. This spring I taught two Chinese classes at Boston Latin School. This experience at Boston Latin School was invaluable, as I received hands-on experience in Chinese teaching and tutoring.As a non-native fluent speaker of Chinese, I have many advantages for the language. I can better explain grammar points having had the experience of learning the language in a classroom as they are. I also can serve as an example to other non-native speakers who are learning Chinese and share an understanding of the process. Students will be able to look up to me as an example of someone who has excelled at a difficult language, and I hope to inspire them to continue to study Chinese.My teaching philosophy is that all students are capable of learning Chinese. I tutor with this thought in mind. In this sense, I can be a strict tutor. I will not let my students off easy. I will push them to answer questions correctly. For example, if a student responds to a question with a one word answer, then I will challenge him to respond with a full sentence. At the same time, if I see a student struggling, I will help them. I seek to empower each student to reach fluency through discipline, hard work, and opportunity.Just like Mr. Chen, my high school Mandarin teacher, and all the other teachers who inspired me, I hope my teaching and experience can inspire more young Americans to become successful Chinese language learners.

I'm a Neuroscience and Theater double major at Wesleyan University pursuing a B.A in Neuroscience and a B.A in Theater. I love helping students succeed in classes and unlock their potential that I know they posses. I have lots of experience as a teaching assistant for college courses, as well as being a tutor for my college peers and students from elementary to high school age. By tutoring students, I learn more about my own teaching process, the subjects I am teaching, and how to create meaningful relationships that lend themselves to success in academics. I'm really passionate about neuroscience, biology, and chemistry, and I love sharing my passion with other students while ensuring their success in classes! I modify my tutoring method based on your needs!

I am a graduate of Wesleyan University in Middletown, Connecticut. I received my Bachelor of Arts from the interdisciplinary College of Social Studies and earned certificates in South Asian studies, international relations, and social, cultural, and critical theory. I graduated with honors for my senior thesis which explored the 1947 Partition of India and Pakistan. I was awarded both the Davenport Grant for study of public affairs and the Tololyan Fund for study of diasporas and transnationalism, with which I was able to traverse the Indian subcontinent, interview family members, and conduct independent research.This experience confirmed my love for stories and their potential to build compassion, and so upon graduation, I continued pursuing historical, archival, and educational work as a William J. Clinton Fellow with the American India Foundation. I spent my fellowship year traveling across the country as a story scholar with the 1947 Partition Archive, collecting the oral histories of Partition survivors and helping them realize the potential of their own stories in facilitating greater cooperation between communities for generations to come.I am similarly passionate about helping students as a means of helping them realize their own potentialmy ultimate goal, far more important than just going over any particular subject material or standardized test. Since high school I have developed curriculums and tutored students in areas like character education for elementary schoolers, college essay writing for underprivileged high schoolers, and standardized test-taking for all ages. My teaching philosophy revolves around the idea that my success as a tutor depends on my ability to address the student in particular, given their background, behavior, and aspirations. This draws on my own experience as a student in the personalized, small classes offered at a small liberal arts school like Wesleyan. As a result, my philosophy often translates into a teaching style that draws heavily on high-level devices like stories, analogies, and real-life experiences tailored for the student. Together, we can then boil down the big picture into relatable specifics through which one can find the answer. The process can be thought of almost as putting together a jigsaw puzzle: my role will be to come up with and find the pieces before guiding the student to learn how exactly they can be put together, so he or she will always be ready next time they encounter such a problem.Though my expertise and passion in the social scienceseconomics, history, political science, philosophyis obvious given my academic background, I also have extensive work experience in computer science and programming that I am eager to share with my students. In high school I excelled with standardized tests like the ACT and SAT, in addition to a variety of subjects in the AP curriculum. I look forward to the opportunity to help students in as many of these areas as needed to ensure a solid academic foundation for whatever future successes they aspire toward.Since returning to NYC, I have also worked as an independent writer and musician, with plans for graduate school in the interdisciplinary South Asian studies and the release of my debut album, consisting of songs written during my year in India.

I am a sophomore at Wesleyan University, double majoring in Chemistry and Film Studies. I am extremely dedicated to helping my students, pushing to help maximize their potential. Although I can assist in numerous fields, I primarily hold a passion toward chemistry. In my time tutoring students from various academic and social backgrounds, I maintain an overarching goal of creating a safe and comfortable learning environment, which in turn allows my students to harness their full potential. I firmly uphold the belief of understanding over memorization, placing priority toward a student's ability to learn and comprehend over cramming. In my free time, I enjoy reading fantasy and the routine nighttime walk.

I have been tutoring students in math and science and standardized test prep for over ten years. All of my students' scores and grades have improved. As one mom said "Before Gil, Ethan was getting a C in chemistry. After Gil, A-!! Thank you Gil!!" I can help you!I have unlimited patience (thanks in part to raising my seven year old son!) and am very supportive. I encourage questions and believe in making a safe environment where any question is encouraged and no one is afraid to tell me they don't understand something, or to go over something, even if we have already gone over it. Sometimes a different angle or explanation is required, as every student learns differently. I love when my students have that "A-ha!" moment, when something that was not clear becomes clear.I realize all students are different and am happy to work in different subjects with students of different levels and ages and abilities. I can help you!

My entire career, both as a tutor and a classroom teacher, has been teaching both the subject matter and aspect of teaching English or German and encouraging students to be receptive to material. To this end I spend my energy crafting the way it is presented which takes time but it is well spent. Working the material or lesson to the needs of the student means including how best to get the material across. I seek any way I can to reach a particular student or class. This may consist of finding patterns, relating to the student's life, reaching for tasks that are meaningful and, yes, even fun.

I'm a recent grad from Wesleyan University, where I've worked as a tutor, a teaching assistant, and a researcher. I've taught middle-schoolers how to program their own video games, interviewed monks in Minnesota, studied Dante under a world-class expert in Bologna, and edited transcripts on the history of philosophy since 300 BCE. I can proofread essays, perform long division, translate difficult texts, and find the derivative.Prior to the outbreak of COVID-19, my plans were to attend Columbia's School of Social Work, where I was hoping to counsel foster youth. Unfortunately, I've had to defer my enrollment to Columbia, but I'm still just as passionate about education and child welfare as ever. My goal as a tutor is to share with my students an excitement for learning, as well as a sense of wonder for the infinite potential of the written word.