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Alex A.

Little Falls, NJ

$42/hr

Classical tutoring: help in critical reading, writing and SATs

Usually responds in about 3 hours

Classical tutoring: help in critical reading, writing and SATs

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I am a National Merit Scholar, graduating magna cum laude from Rutgers with a master's in Global Affairs and BAs in PoliSci and International Studies. I was a classroom English teacher and can tutor reading/persuasive writing, and grammar for SATs, essays and research papers.

I have extensive graduate study in European, Greek, U.S., Soviet and Chinese history, as well as economics, psychology, philosophy, sociology, public policy, and international relations. I was a Teacher's Assistant in Economics at the University of Delaware and in Public Policy at The Rockefeller School of Government at Albany.

I enjoy helping broaden children's perspectives as I help them develop their long term academic skills. I stress the importance of challenging held assumptions, of looking at problems in novel and interesting ways, and placing new information in different contexts based on what the student already knows.

Classroom teachers often make margin comments that a paragraph is "wordy" or "vague", but give no advice how to actually organize and effectively communicate their thoughts according to the accepted standards of academic grammar and style.

In addition to social science I studied Jazz at San Francisco State and play in my own band. On the side I teach piano and music theory. I have tutored for inner city programs as well as in well-to-do towns.

I help round out students' learning by adding my own knowledge of foreign affairs, political theory, public policy, international relations, political economy, criminology, international law, and environmental policy.

Math:
Algebra 1,
Algebra 2,
Geometry,
Prealgebra, SAT Math
English:
ACT Reading,
English, ESL/ESOL,
Grammar,
Literature, Proofreading,
Public Speaking, Reading,
SAT Reading,
SAT Writing,
TOEFL,
Vocabulary, Writing
Science:
ACT Science, Anthropology, Biology
Computer:
Microsoft Word, Photography
Language:
ESL/ESOL,
TOEFL
History:
American History,
Anthropology, Criminal Justice,
European History, Geography, Government & Politics,
Music History,
Religion,
World History
Art:
Art Theory , Composition (Music),
Drawing, Film,
Photography
Elementary Education:
Elementary (K-6th),
Grammar,
Reading,
Study Skills,
Vocabulary
Business:
GRE,
Microsoft Word, Public Speaking
Test Preparation:
ACT Reading,
ACT Science, ASVAB, GED,
GRE,
PSAT, SAT Math,
SAT Reading,
SAT Writing,
SSAT, TOEFL
Corporate Training:
Criminal Justice,
ESL/ESOL,
Grammar,
Microsoft Word, Proofreading,
Public Speaking

Approved subjects are in bold.

Approved subjects

In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.

ACT Reading

I've taught all the standardized tests for many years: ACT, SAT, GRE, GED, NJASK, ASVAB. I started teaching them on my own and I have my own methods and materials, but I have finished SAT/ACT instruction programs at Princeton Review and Sylvan Learning Centers.

I have learned how to score well because I have learned to spot the typical hints and clues that point the test taker in the direction of the preferred answer.

For instance, a conditional statement/question with unusual syntax or phrasing typically employs uses a statement that is patently true to confuse the student with its inverse or converse, e.g., all pediatricians treat children does not if a doctor treats a child that doctor must be a pediatrician.

After There is a certain "flavor" or "demeanor" to the correct answer, and if one applies read

Algebra 1

I received a score of 4 out of 5 on the AP Calculus exam and teach SAT math as well. I have studied graduate economics extensively as a teachers aid and have had much practice explaining mathematical concepts to students who have a hard time understanding them.

Since algebra often involves equations with two variables it can usually be graphed. I make sure that students can not only solve the equations but I get them to demonstrate why their answer are correct (or incorrect as the case may be) using a graph of the equation or equations.

Usually a student is weaker in one or other of these areas and I work balance the relative competency the demonstrate in both areas.

Algebra 2

I received a score of 4 out of 5 on the AP Calculus exam and teach SAT math as well. I have studied graduate economics extensively as a teachers aid and have had much practice explaining mathematical concepts to students who have a hard time understanding them.

As a student I wrote sophisticated computer programs where the user would input the direction of a airplane flight as well as the speed of the airplane, windspeed, and wind direction. My program would then use trigonometry to calculate the heading the airplane would take to compensate for the effects of the wind, so I have a firm understanding of trigonometry.

Since algebra often involves equations with two variables it can usually be graphed. I make sure that students can not only solve the equations but I get them to demonstrate why their answer are correct (or incorrect as the case may be) using a graph of the equation or equations.

Usually a student is weaker in one or other of these areas and I work balance the relative competency they demonstrate in both areas.

American History

Having lived in Vienna and then in Cambridge as a child and later teaching English in Lithuania after the Berlin wall came down I have a unique perspective on the similarities and differences between U.S. and British social and political traditions versus those of Europe and Asia.

I have degrees in International Studies, Political Science, and a masters degree Global Affairs. From the Enlightenment ideals of the founding fathers, the Puritan ideas about work and the frontier mentality, or the ongoing back-and-forth between international isolationism and involvement, I stress a comprehensive approach to tutoring U.S. history.

I am in a unique position to offer a nuanced approach to the study of history, and I scored a 192/200 on the national Praxis Social Studies exam (the top 10% of teachers certified to teach k-12.

Composition (Music)

Knowing theory help any musician play better.

I started studying music theory at 15 with a privately. I studied counterpoint and 4-part harmony and moved on to composition in college composition at Syracuse University and Jazz theory at Hampshire College.

I write songs and do arranging as well as live improvisation. I am proficient in both classical and modern theory and have a keen understanding of the varieties thereof: classical, ragtime, gospel, blues, Latin, and rock.

No matter what type of theory you want to study I can help (unless you want to study indigenous music of a tribal culture that does not use the twelve-note system.

Criminal Justice

When I was getting my MS in Global Affairs I got permission to take a course in Criminal Justice. International criminal syndicates, cartels, and human trafficking were my areas of concentration. I have taken the Sociology of Organized Crime and studied Criminology in the renowned Dept. of Criminology at Rutgers.

Ear Training

I have developed trained ears with the help of my music teacher in Music Pedagogy. I am certified to teach music 1-12 and have taken Intro to Music Theory 101, Intermediate Theory and Intermediate and Advanced Jazz Theory at San Fransisco State University as part of the teacher certification program there.

We listened to chord progressions in relation to the tonic and had to practice giving exercises to classrooms full of students so that we would know what it would be like. We studied various chords starting with simple triads (maj., min., aug., dim.) up to (major 7th, minor 7th, dominant 7th, min 7th b5, minor w/ major 7th, diminished 7th, and alter dominant). We went over 9th, 11th, and 13th chords.

We also covered suspended 4ths and 2nds as well as alter notes in the bass. We learned standard jazz from Marches to Swing to Kool to avant guard, and also chromatic forms.

We not only listened for intervals but for diatonimc chords in a scale, starting form the tonic chord (major in a major key and harmonic minor in a minor key) we listened to : I, ii, iii, IV, V, vi,and vii (V7) or (Im, ii dim, bIIIm, IVm, V7, bVIm in order to identify them.

Elementary (K-6th)

I have done the colloquium and fieldwork courses in the Teacher Certification Track at Montclair State University. I did my internship for Initial Field Experience for Teacher Certification teaching 4th graders to read with Project M.O.S.T. at Newark.

I usually have at least one k-6 child that I have worked with for the last ten years, whether it's a student who is falling behind or one who is gifted and whose parents want them to excel at school and develop the academic skills needed for lifelong success.

I have tons of my own teaching materials and can always find subjects of interest to my students.

ESL/ESOL

I know that what the learner wants to learn is most important in how well he or she will do. There is special business English, academic English, English for travel, English for arts and popular culture, English for citizenship and TOEFL exams, and English for basic survival in the U.S. (buying food, renting apartments, finding a job, etc.).

My own teaching English began when in 1995 when I taught ESL classes (forms 8-12) in Lithuanian, Russian and Polish public school in Vilnius, Lithuania. It was shortly after Lithuanian independence and the break-up of the USSR. I started the program in these schools using old Soviet textbooks and little more.

I know how difficult English can be, with its 26 verb tenses, its prepositional verbs (cars "break down," diseases "break out," scientists "break though," etc.), and its many homonyms and homophones, phrasal verbs, and crazy rules for articles (someone can tell "a" lie, or tell "the" truth).

I constantly look for interesting subjects to interact upon with my students based on their interests.

When we find an interesting subject we work on elaborating, completing phrases and statements, and, if comfortable, I let the student self-correct before I correct them. I believe that students have a great ability to use what they already know to describe things they can’t yet say in the native way, and I believe inter-language that combines the grammar of the native language with English helps students learn by showing them similar and different ways that both languages work.

By interacting with a native speaker, my students acquire English and then, if they wish, I give them exercises or writing for homework. Besides grammar exercises, learning can be role-playing or writing English versions of favorite fairy tales, national legends, folklore and history.

Having had to learn German, French and Russian, I know how hard learning a language can be, and I do all I can to make it fun and interesting for my students.

Film

I studied Film Production at the Newhouse School of Public Communication at Syracuse University and at a Sight and Sound Workshop at NYU in the summer before that. We started out with the French surrealists, the Lumiere Brothers, and we went on to Citizen Kane. We covered Film Noir, with Lolita and On the Warerfront. We also covered the great Autourist traditions of Francis Ford Coppola.

We talked talked about mis-en-scene and some of the newer traditions like The Pope of Greenwhich Village and Scarface as well.

GED

I teach SATs, ACTs, GRE (for students who have graduated college and are entering university) and, GEDs. Standardized tests are my strong point, and with GED I go out of my way to really provide the best level of service I can of any of the standardized tests I teach. To help anyone who is trying to better themselves through education is an honor and a privilege. I have worked as part of No Child Left Behind, and I know how hard it can be to catch up to the rest of your class. I make myself available to my GED students online and on the phone whenever they need so that if they have questions they can reach me as soon as possible. I'm always there for my GED students and they do not have to wait until the next sessions when important questions come up.

General Music

I studied music theory since age 16. I moved on to classical composition at Syracuse U. for a year and then Transferred to Hampshire where my major was music and film production. I studied jazz theory with Roland Wiggins there who had played in the Army Jazz band in WWII with Oscar Peterson and such. I know all the jazz chords, the various modes, and how to choose a mode to solo over which chord based on key changes, alter notes etc. I have played in 17-piece jazz bands at San Fran State but I also know counterpoint and how to move the voice lines so as to create and resolve chords within the counterpoint structure.

Geometry

I am left handed and I find that shapes and patterns help me with all sorts of math. From the simple shapes of geometry to the tradeoffs inherent in the slopes and progressive curves in algebra, I have always been able to use my spacial relation to math to give me an edge that helps me appreciate the awesome powers that the physical world can wield into.

Government & Politics

I have a BA in Political Science and a Masters in Global Affairs.

I lived in Vienna, Cambridge, Prague, and Vilnius growing up and as a young man. As a child I was acutely aware of the way that attitudes toward government and government policies was reflected in the day-to-day lives of the citizens.

Because of my extensive education and travel I not only know the great thinkers' ideas about governance, diplomacy, and international law starting with Socrates, to Machiavelli, to Gramsci and Waltz, but I have seen some of the real-life application of government and politics in the cultures of the places I have lived.

Grammar

Unfortunately most teachers concentrate on their own discipline and do not tell students on how to use language effectively. They lack the time, and a student's progress becomes based on using only their own abilities to improve. I have worked in public schools abroad setting up English language programs so I know how to model and explain grammar issues.

GRE

I have always had a knack for standardized math exams. The key is that most times the test writer leaves certain cues as to how to solve the answer quickly without writing out long formulas and solving equations (that's for engineering classes).

A typical example in a previous GRE is where a given light bulb gives off 12,000 foot-candles of light at a distance of 3 feet. The question then becomes, How many foot candles does it give off at 30 feet? The formula for a area and volume of a sphere is then given. The formula for the volume of the sphere is 4 pi r^3, surface area is 4/3 pi r^2.

The volume is superfluous (we're not using the light-bulb to heat the sphere; we're only measuring the light that reaches the surface). The long way to do this is to pencil out all the foot candles per distance using the formulas. The thinking person's way to do it is to realize that the light is expanding in a three dimensional space, from 3 feet to 30 feet. This means the foot-candles are reduced by a factor of (10 x 10=100), so 12,000 at three feet will give you 120 foot-candles at 30 feet.

I help test takers by showing them how the test-makers are giving them a "gift" (if they only are trained to see it), thereby time is saved for some of the other more esoteric problems.

Music History

I have studied music most of my life. I went to Choir School in New york, a boarding school, where we sang classic works by Beethoven, Bach, Handel, Benjamin Britain and Mozart.

I studied music of the Baroque in high school and the Symphonies of Beethoven as well as the serial composition of Stockhausen and modern music of Glass et al.

I teach piano myself and I always insist my students know something about classical musical heritage as well as the original Jazz of New Orleans, Ragtime, and Dixieland.

Piano

Learn piano and music theory together! I teach beginning piano. I have a background in classical theory, including counterpoint (the music of the Baroque) and four part harmony (classical). I studied classical theory with a private tutor through high school and went got a Music Performance major at San Francisco State with concentrations in composition and jazz theory/performance in college. I have played in 17-piece jazz bands at San Francisco State and Montclair State University.

Knowing theory enables me to accompany with my students as they start to play so that from the beginning they are actually playing "with" another musician. I can teach the theory behind, songwriting, and improvisational skills necessary to ultimately play, including blues, soul, gospel, rock, psychedelic, rock, jazz, etc.

My students jump into the creative process through simple ear training, sight reading, finger exercises, free-form drills, but I also start off all students with rigorous traditional playing technique. By using the best of techniques with a knowledge of theory I work to create a musician who will be well-rounded.

Proofreading

In graduate school I read on average a book a week and submitted papers almost as often. This required me to learn how to read for the salient issues in a text, to brainstorm ideas and appreciate information in diverse contexts, to organize my thoughts in written form.

Most importantly I had to proofread my work so that it covered the main assignment point without being too wordy or going off on tangents.

Reading

Being able to understand and manipulate academic language is essential for leadership in academics, business, and public service. I have tutored students grades 4 to 12 in reading English for fifteen years both here and in Europe.

While I tutor reading I help my students develop an appreciation for how the particular subject or theme relates to other avenues of inquiry. Understanding the who, what, where, when, and why is important, but perhaps more important is the ability to view material in the context of the writer's own time, place, and perspective.

I have a masters degree in Global Affairs where great emphasis was placed on new discoveries, evolving events, and changes in how people thought about the world around them. The successful students of tomorrow will need to always be seeking out new information and integrating it into what they already know. It is a skill as much as a process, and one that is developing throughout a student's education. That is what I try to teach.

Religion

I have taken several courses on comparative religions in college. I have read Bhagavad Gita and the Bhagavatam, the Koran, the Bible, and many of the Carlos Casteneda books about the Yaqui Indian shaman ways in the American and Mexican southwest.

I have always been interested in the interplay between religion and political movements, from Ghandi, to the Knights Templar, to the Mahdi and the last stands for independence against the British raj by various holy men.

SAT Math

I am a National Merit Scholar and scored in the top half of one percent of SAT takers in New Jersey. Teaching SAT to groups, I have found material confusing to some students is obvious to others and vice versa. The result being that not enough time is spent on problem areas with which the student has a genuine difficulty. By using online tests and reviewing them before sessions I can best match my instruction to students' aptitude.

A student may be good at solving equations but have problems assigning values into equation form, e.g. "In four years Mike will be twice as old as Sarah, who is as many years younger than Mary as Mary is to Mike." Similarly, a student may be good at geometry but may not be able to figure out the interior angles of a pentagon unless they remember the specific formula. Ratios can get confused with rates or percentages when a problem contains more than one.

SAT math relies on a few simple equations but it requires students to have a firm grasp of what is being asked and to approach problem solving in new and not specifically structured ways. I teach students when to make and educated guesses, when to rely on formulas, and when to check their formulas by plugging in their answers and seeing if they work.

Online practice tests automatically tabulate the results. Testing strategies are important, but so is taking the time to see what question types cause problems and demonstrating how to solve them. Scores increase by the third session, the student sees tangible progress and gets the drive and confidence necessary to succeed on exam day.

SAT Reading

I am a National Merit Scholar, scoring in the top half of one percent of New Jersey SAT takers. I have fifteen years experience teaching SATs and have taught for Princeton Review and other national services. I supplement my one-on-one sessions with the Online SAT Course which contains online practice tests of former SAT test questions created the College Board (makers of the SAT).

SAT TAKING IS DIFFERENT THAN SCHOOL WORK!

In schoolwork students are expected to synthesize info and draw conclusions, whereas the SAT questions usually ask only for given information. A good student may make inferences and draw conclusions, which are appropriate for the classroom but not specifically asked for and are therefore the wrong answer for reading sections.

School reading encourages students to combine and synthesize information, and to add personal perspective. These skills create confusion on a test that by its multiple choice format cannot accommodate. SAT TAKING IS DIFFERENT THAN SCHOOL WORK!

In schoolwork students are expected to synthesize info and draw conclusions, whereas the SAT questions usually ask only for given information. A good student may make inferences and draw conclusions, which are appropriate for the classroom but not specifically asked for and are therefore the wrong answer for reading sections.

High school English classes encourage you to combine and synthesize information, and to add new and critical perspectives. Only on occasional "extended reasoning" questions is original thinking or insight a correct response to SAT reading questions. If the test asks to infer something it is only from the perspective of the stated character, writer, etc.

If there an article about a social issue asks what should be done, it is most likely a trap. Only when question asks if the writer “suggests” or “advocates” for that course of action should you choose that answer.

To do well on the SAT reading section, the test taker has to essentially “unlearn” many of the skills that a traditional critical high school English class teaches. If the test asks the test taker to infer something it is only from the perspective of the stated character “suggests”, "advocates", or "proposes", etc.. Knowing the key phrases and what to be aware of when they appear is part of how I teach.

I combine my process based instruction with the College Boards online at-home tests. Using an online test that I review before each session helps:

--make practice test taking easier for the student by automatically tabulating the results

--give me feedback about what test areas and question types the student needs help working on

--examine easily and immediately what questions were gotten wrong

--sets a baseline from which students and parents can verify improvement and get an idea of how much prep work to put into getting scores appropriate for the schools to which they are applying.

SAT Writing

I am a National Merit Scholar, scoring in the top half percent of SAT takers in the State of New Jersey. I have fifteen years experience teaching SATs and have worked for Princeton Review and Kaplan. I teach individual one-on-one sessions combined with the online practice course and tests created by the College Board which contain questions used on previous tests.

I use the students’ answers to prepare our sessions. I cover strategies for test taking but combine these with illustrations of how to solve the individual questions and question-types. The online tests practice tests:

--are tabulated automatically, making home practice easier

--give a baseline score and can be used to evaluate improvement

--help show what kinds of question types the student needs to work on most

--can be reviewed by the student after scoring the exam so that can take an active role in learning from their mistakes

All test takers are different and strategies suited to one particular learner may actually hinder another. That is why I adjust what I teach to the abilities and skills the students brings to the table.

Usually three to four two hour sessions is all a student needs to progress to a level with which they feel comfortable, and improvement in the scores will be seen by the second session.

Songwriting

I have studied music theory privately since age sixteen. I write my own music and play keyboards and lead my own band. I learned the basic of music theory and then taught myself all my favorite songs from eh radio. I studied music theory further in Hampshire College under Roland Wiggins, who played in the Army Band in WWII with Oscar Peterson and other legendary and household names.

Study Skills

I have worked for fifteen years tutoring students with Individual Educational Programs who have difficulty getting an acceptable level of work done that progresses at the rate their teachers feel is needed to meet minimum standards.

By explaining how to work effectively over the week, as well as how to complete individual assignments according to standard expectations I have raised students with D averages to B averages.

TOEFL

I know that what the learner wants to learn is most important in how well he or she will do. There is special business English, academic English, English for travel, English for arts and popular culture, English for citizenship and TOEFL exams, and English for basic survival in the U.S. (buying food, renting apartments, finding a job, etc.).

My own teaching English began when in 1995 when I taught ESL classes (forms 8-12) in Lithuanian, Russian and Polish public school in Vilnius, Lithuania. It was shortly after Lithuanian independence and the break-up of the USSR. I started the program in these schools using old Soviet textbooks and little more.

I know how difficult English can be, with its 26 verb tenses, its prepositional verbs (cars "break down," diseases "break out," scientists "break though," etc.), and its many homonyms and homophones, phrasal verbs, and crazy rules for articles (someone can tell "a" lie, or tell "the" truth).

I constantly look for interesting subjects to interact upon with my students based on their interests.

When we find an interesting subject we work on elaborating, completing phrases and statements, and, if comfortable, I let the student self-correct before I correct them. I believe that students have a great ability to use what they already know to describe things they can’t yet say in the native way, and I believe inter-language that combines the grammar of the native language with English helps students learn by showing them similar and different ways that both languages work.

By interacting with a native speaker, my students acquire English and then, if they wish, I give them exercises or writing for homework. Besides grammar exercises, learning can be role-playing or writing English versions of favorite fairy tales, national legends, folklore and history.

Having had to learn German, French and Russian, I know how hard learning a language can be, and I do all I can to make it fun and interesting for my students.

Voice (Music)

I was a choir student at St. Thomas Choir School in New York for four years 1978-1982. We practiced two hours every day and performed three services a week. We were one of the premier choirs in the country and made an album every year, and three services a week, did television appearances on the Today show, Good Day New York, and put on yearly performances of the Messiah, Benjamin Britain's A Ceremony of Carols, and other great works.

I took chorus every year in college and have sung in choirs ever since. I am the singer-songwriter for my own band. I can sight read music. I am mostly a piano teacher but have also given voice lessons. I am proficient in the drills, breathing exercises, and visualization techniques needed for singing, and I know how to accompany people as they are singing on the piano.

World History

I have lived in Austria, Cambridge, Prague, Copenhagen and Vilnius and have firsthand experience with the traditions and customs of many peoples. Growing up in countries with castles I became fascinated by history.

In university I earned degrees in International Studies, Political Science, and Global Affairs. I have come to appreciate how everything we do is connected with history: the words we speak, the clothes we wear, and the political processes and laws we live by. I tutor history by making it a living thing and showing how it relates to students lives.

Writing

I have tutored persuasive writing for essays and expository papers for the last fifteen years. I have a Master's in Global Affairs and two years as a teacher's assistant in Economics at U Delaware and Public Affairs at the Rockefeller School of Gov't & Public Policy. I've also taught English for two years in classrooms overseas and have extensive knowledge of English grammar rules and applications.

My graduate courses required me to read a book a week and submit papers and persuasive essays on politics, history, economics, international relations, psychology, and sociology.

In public schools writing skills are not specifically addressed on a student-by-student basis. Teachers concentrate on their own subject material rather than help students write better papers.

I tutor students 3-12 and some college students. I first ask students to verbally communicate their in their own words. I then cover how to compare, contrast, put ideas in context, and most importantly organize those ideas in the accepted academic style.

For older students I show how to do research (looking things up on the internet is not research).

Reading and writing are the two skills upon which academic success depends. One is never two old or too young to get constructive criticism and suggestions from an expert.

University of Southern California
PoliSci, Int. Studi
Rutgers
Master's
Working on it at Rutgers University
Master's

Education

University of Southern California (PoliSci, Int. Studi )

Rutgers (Master's)

Working on it at Rutgers University (Master's)

Hourly fee

Standard Hourly Fee: $42.00

Cancellation: 36 hours notice required

Discount of 20% is available for students on a month by month basis.

Travel policy

Alex will travel within 20 miles of Little Falls, NJ 07424.


About Alex

I am a National Merit Scholar, graduating magna cum laude from Rutgers with a master's in Global Affairs and BAs in PoliSci and International Studies. I was a classroom English teacher and can tutor reading/persuasive writing, and grammar for SATs, essays and research papers.

I have extensive graduate study in European, Greek, U.S., Soviet and Chinese history, as well as economics, psychology, philosophy, sociology, public policy, and international relations. I was a Teacher's Assistant in Economics at the University of Delaware and in Public Policy at The Rockefeller School of Government at Albany.

I enjoy helping broaden children's perspectives as I help them develop their long term academic skills. I stress the importance of challenging held assumptions, of looking at problems in novel and interesting ways, and placing new information in different contexts based on what the student already knows.

Classroom teachers often make margin comments that a paragraph is "wordy" or "vague", but give no advice how to actually organize and effectively communicate their thoughts according to the accepted standards of academic grammar and style.

In addition to social science I studied Jazz at San Francisco State and play in my own band. On the side I teach piano and music theory. I have tutored for inner city programs as well as in well-to-do towns.

I help round out students' learning by adding my own knowledge of foreign affairs, political theory, public policy, international relations, political economy, criminology, international law, and environmental policy.

Education

University of Southern California
PoliSci, Int. Studi
Rutgers
Master's
Working on it at Rutgers University
Master's

Education

University of Southern California (PoliSci, Int. Studi )

Rutgers (Master's)

Working on it at Rutgers University (Master's)


Tutor Policies

Cancellation
36 hours notice required

Discount of 20% is available for students on a month by month basis.

Travel Radius
Travels within 20 miles of Little Falls, NJ 07424

Alex’s Subjects

Math:
Algebra 1,
Algebra 2,
Geometry,
Prealgebra, SAT Math
English:
ACT Reading,
English, ESL/ESOL,
Grammar,
Literature, Proofreading,
Public Speaking, Reading,
SAT Reading,
SAT Writing,
TOEFL,
Vocabulary, Writing
Science:
ACT Science, Anthropology, Biology
Computer:
Microsoft Word, Photography
Language:
ESL/ESOL,
TOEFL
History:
American History,
Anthropology, Criminal Justice,
European History, Geography, Government & Politics,
Music History,
Religion,
World History
Art:
Art Theory , Composition (Music),
Drawing, Film,
Photography
Elementary Education:
Elementary (K-6th),
Grammar,
Reading,
Study Skills,
Vocabulary
Business:
GRE,
Microsoft Word, Public Speaking
Test Preparation:
ACT Reading,
ACT Science, ASVAB, GED,
GRE,
PSAT, SAT Math,
SAT Reading,
SAT Writing,
SSAT, TOEFL
Corporate Training:
Criminal Justice,
ESL/ESOL,
Grammar,
Microsoft Word, Proofreading,
Public Speaking

Approved subjects are in bold.

Approved subjects

In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.


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