Jessica’s current tutoring subjects are listed at the left. You
can read more about
Jessica’s qualifications in specific subjects below.
Algebra II is an advanced form of algebra (obviously), and it was one of my favorite classes. While basic algebra can be used everyday, Algebra II is even more applicable to real math problems you will encounter and is SO useful to know for science classes.
This is one of my favorite topics to tutor, and it is often done in conjunction with Trigonometry.
Calculus is the foundation for any future math classes, especially if you are pursuing a science, math, or engineering future.
I started tutoring calculus early on in high school, and because of its difficulty and importance, this is still the topic I get the most requests for. The material is fresh in my mind and I can share with you a number of little tricks I created to make learning calculus easier.
Chemistry is notorious for being the most difficult of the sciences (at least in high school), and its reputation is no joke. It covers a lot of material and requires you to be detail oriented. Many topics build on each other, so getting behind will cause problems later on in the course.
BUT don't fear - while chemistry topics are difficult, they are also logical! You can work it out, especially if I am your tutor. While I took chemistry (both in high school and in college) I realized little tricks to help me remember concepts or work through a problem more efficiently/accurately. If you think you might need a chemistry tutor, stop thinking and find one! The sooner the better for this subject.
I first took Differential Equations at Oberlin College as a freshman, and did very well in the class. Then when I went to engineering school two years later I tested out of Olin College's Differential Equations class and instead took Partial Differential Equations. (Clearly, I am very strong at Diff Eq and have even farther knowledge of PDEs). I've also tutored Diff Eq (and PDEs) in conjunction with advanced physics and engineering classes.
In my discrete math college course I mastered the following topics: statements and proofs (by case, contradiction, and induction), set notation, logic framework, axioms for natural numbers, integers, and counting. I supplemented this knowledge with my previous background in graphing, probability, statistics, and linear algebra.
I have an incredible ear. When my a cappella group was recording in the studio, the studio engineer whispered to my friend that I could probably work there because I was so attuned to hearing a correct pitch. This skill has been developed over several years:
In high school I took AP Music Theory, during which I spent a lot of time learning how to sight sing. But this was only the beginning, because at Oberlin College I took THREE semesters of pure Aural Skills - ear training essentials. On top of this, I spent four years in a collegiate a cappella group at Olin College, where I was the Director for one year and President for two years. I helped other members learn how to hear themselves sing and how to adjust their pitch. I also volunteered to teach an intro to Music Theory course for other students at the college and gave them lessons in ear training.
At Oberlin we used the fixed-do system and the number system, so that is what I continue to use today.
I have been playing flute/taking lessons on flute for nine years and will continue for the rest of my life. As a freshman in high school I auditioned for the highest band and made fourth chair (two senior and junior were ahead of me). I continued to move up in wind ensemble as the years continued. Also I have played jazz flute as long as I have played classical. Although I have not taken as many lessons specifically on jazz flute I already have a lot of experience with jazz through saxophone. I have doubled on flute as the first alto player/baritone sax player in the jazz band (at Torrey Pines and other bands outside of school). I also qualified for and attended UCSD jazz camp on flute.
My senior year of high school I received first place in the annual San Diego Flute Guild competition. At Oberlin I studied flute as part of my Bachelors degree. I primarily focus on French classical music but have explored all genres covered by the flute.
I have been teaching flute lessons since my senior year of high school. I work especially on tone and mechanics of the student, and once the basics are covered we progress to musicality (never forgetting though!) I love working with flute students. Now is the time to bring music in to your life!
Having received a B.A. in Music Theory/History from Oberlin College, I am officially trained to teach you about music. In particular I love giving music lessons on flute and saxophone, but also basic voice lessons and aural skills. I also have a great background in arranging music (I took a few arranging courses at Oberlin College, I arranged tons of songs for my college a cappella groups, AND I did my arts capstone on arranging), so can help you if that is your interest. Let me inspire your love of music today.
Geometry is a very different subject from the majority of mathematics (pre-algebra through differential equations/numerical methods) and can often make even the brightest math students stumble. I understand because I also had difficulty when I first took this course, and math had always come naturally to me.
If this sounds familiar to you, let me tutor you/your child in Geometry - I know where they are coming from and I know how to get them to understand all the different theorems and how to write a proof. It's still math. Let's do it.
I took linear algebra through San Diego State University when I was in high school. I earned the highest grade in the class. At Oberlin College I tutored linear algebra students in the math center. In engineering school I tested out of the required linear algebra course and then proceeded to TA for the linear algebra class (included grading papers and running office hours to answer students' questions).
I have been a music student since fourth grade (11 years ago) and started learning music theory with my private flute teacher. In high school I took AP Music Theory and scored a 5 (the highest score) on the AP exam. At Oberlin my BA is *in* History/Theory so I took many many music theory classes. I took Music Theory I-IV (basic theory through avant-garde) and am qualified to teach younger students through Oberlin methods (emphasizing function and use of musical ideas rather than just defining them). In my Theory III class I wrote a paper analyzing a current piece of Romantic music that I was learning (available upon request). I also took Aural Skills I-III at Oberlin and am qualified for aural training as well as sight-singing and polyrhythms. I also took an advanced music theory course called Romantic Symphony and wrote two papers on Schubert's "Pathetique" and Mahler's "Resurrection" symphony (I can email my papers if interested).
Physics has always come naturally to me and I have taken several years of physics in high school and college. For physics I have tutored students from 9th-12th grade, primarily in mechanics but also in electricity and magnetism, across all levels (intro, college prep, honors, ap), and for classes with or without calculus. I am a successful physics tutor because I deeply understand these topics, but can also explain and show my students how to visualize what is going on.
While "Physics" covers a lot of ground (from mechanics, to electrostatics, to magnetism), I have found a lot of equations and techniques mirror each other across these categories. Let me help you understand the basics, and then reveal to you how the basics are all you need to know going forward.
Pre-Calculus is a review of all the math you have had up until this class, plus a few new things you will need to know before you head to Calculus. As a result, this class covers a LOT of material and can be a struggle for many students, particularly if they did not understand math material previously.
Let me guide you through this course, targeting areas where you might not quite remember certain techniques or rules, and I will make sure you get through unscathed. And if you plan on continuing to Calculus, I will make sure to prepare you for Day 1 of that course as well.
I took the SAT II in Math three times, and on my final time I achieved a perfect 800. The trick? SAT Practice Exams! As it turns out, my teachers neglected to cover just ONE concept that was in several problem on the exam, so all I had to do was learn it.
The example problems in a practice exam cover ALL of the material you will see on the test, (which, by the way, ONLY covers up to Algebra). So now, you just have to understand the limited number of concepts that you will be tested on.
If you choose me to tutor you in SAT Math, I recommend you buy a practice exam book (with answers, no explanations needed because I will help you understand the concepts as we go) - only about $10 on amazon, also available at a bookstore - and then take your first practice exam before getting in touch with me.
During our first session we will go over each question to make sure you understand perfectly the ones you got right and then go in to depth on the concepts you missed. We can also cover guessing strategies if necessary, but I strive to eliminate the guesswork for your testing.
I have been playing saxophone since fourth grade (11 years and counting!). I love the saxophone for its beautiful sound and its texture in a jazz big band. I have played all of the four primary saxophones (soprano, alto, tenor, baritone) but primarily teach on alto sax.
In high school I auditioned for the top jazz band and qualified my freshman year. I was loyal to the jazz band for all four years in high school, sacrificing my summers to history courses so I could stay in the jazz class. I have more experience with big bands than I do small jazz ensembles but can teach students all methods of jazz and jazz improvisation. I also played alto saxophone at the UCSD Jazz Camp as well as the Berklee Jazz Camp in L.A.
I have been studying classical saxophone for nine years and even stepped in for an alto saxophone in the Wind Ensemble when no one else could play it.
At Oberlin, although my emphasis was on flute, I continued my saxophone studies primarily in jazz improvisation. I played in the amazing and talented OJE (Oberlin Jazz Ensemble - the big band at Oberlin Conservatory of Music).
I have been teaching lessons on alto saxophone since my senior year of high school. I like to mix both jazz and classical genres since they complement each other so well on the saxophone. Don't start playing the sax without a teacher! It is easy to learn but hard to re-learn if you have learned something incorrectly. A proper teacher can point you in the right direction and make you a great music student!
Singing in tune has always come naturally to me. In high school I took AP Music Theory, during which I spent a lot of time learning how to sight sing. But this was only the beginning, because at Oberlin College I took THREE semesters of pure Aural Skills - singing and listening to music. On top of this, I spent four years in a collegiate a cappella group at Olin College, where I was the Director for one year and President for two years. I helped other members learn how to get better and singing and passed on my sight-singing training. I also volunteered to teach an intro to Music Theory course for other students at the college, and helped improve their sight-singing as well.
At Oberlin we used the fixed-do system and the number system, so that is what I continue to use today. I love singing - let me help you perfect your pitch today!