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Phillip Carlo

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I am a 26-year-old statistician who has tutored online and in person since September 2013, and the feeling of helping people solve problems and do things they didn't think they could has always been the biggest payoff of being a tutor. As a tutor, I strive to be helpful, patient, motivational, someone who can assist students even if they need a lot of help and someone who can tutor on short notice - which are all things that I have been praised for thus far while tutoring students. I do not expect students to be perfect by any stretch - I remember too well that I had my trouble spots too - but I do expect effort and focus and I am a believer in giving students the chance to work problems on their own before I step in.

I am also an aspiring actuary who has passed the SOA Probability Exam and not only minored in French but also earned a French language tag during a successful Disney College Program session in 2011, allowing me to interact with French-speaking guests. I also advanced to the North Carolina Comprehensive Math state finals in 2004 and placed 64th while still in precalculus and competing against students who were taking math classes up to Calculus III.

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Phillip Carlo’s Qualifications

Education & Certification

Undergraduate Degree: North Carolina State University at Raleigh - Bachelor of Science, Statistics

Test Scores

SAT Math: 740

SAT Verbal: 700

Hobbies

Disney, Technology, Sports, Travel

Q & A

What is your teaching philosophy?

To both motivate and teach students to help them not only achieve their goals, but exceed them. I strive to help students be better than they think they can be.

How can you help a student become an independent learner?

By helping them know what to look for and what to do when various questions come up.

How would you help a student stay motivated?

I believe we all have room for improvement, and I let folks I teach know that. If they achieve their goals, I congratulate them wholeheartedly but raise the bar as well. I also try to think of ways to inject fun into lessons or make them lighthearted if the situation calls for it.

If a student has difficulty learning a skill or concept, what would you do?

I try to get an idea of what their thought process or approach is and then take action. There are times, though, when it can be as easy as taking a breath and focusing, and I let students know that.

What might you do in a typical first session with a student?

I would give homework in the case of subject tutoring and official practice problems in the case of test prep tutoring. I can also create problems in case of a shortage.

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