Search 77,942 tutors

Why I Tutor

I've been tutoring middle- and high-school math students for over 5 years and absolutely love my work!

As a professional educator, it is so rewarding to work one-on-one with struggling students and give them the attention and help they need. When I taught public school 6th grade math, I had 150 students and was unable to understand the needs of each one. I knew I was letting kids "slip through the cracks." In a private tutoring situation, that can't happen. I clearly see what my students can and can't understand, and then I have the opportunity to explain it in multiple ways, taking our time until it clicks.

I also tutor because I'm passionate about kids! I value children and don't want them to unnecessarily feel like failures. Math is not everyone's cup of tea, but it should be accessible to all students.

And finally, I'm crazy about math. The world around us is full of order, beauty, and rhythm that many people never notice, and certainly never relate directly to mathematics. I've seen how math is taught in school and it makes me cringe! I've heard countless students complain about how much they hate math. My passion is to make math more friendly, more understandable, and more applicable to as many people as possible. I firmly believe our lives would be better off with a stronger grasp of math.

The light of understanding, brightening a student's eyes, is enough to make tutoring completely worthwhile. I tutor to bring hope to others.


Lisa, While I definitely do not share your affinity for math, you echo my sentiments about tutoring versus teaching perfectly. It's good to meet a kindred spirit! When teaching high school social studies, I had 5 periods of 35 students per day with a grand total of 50 minutes per class in which to teach. Well, it was probably closer to 35-40 minutes left after dealing with administrivia. My lessons reached the students who performed at grade level, but those who fell behind struggled to keep up, and I struggled to help them achieve in our limited time together. In tutoring, however, I can quickly assess a student's learning style and individual needs in order to create a plan to help that student achieve. I can measure progress (perhaps I do appreciate math after all!) in every single lesson, which was akin to impossible when teaching either high school or community college history. Constant measurement of progress helps me adapt my lesson to best meet the needs of the student. In teaching, I was fortunate to have one positive day per week in which I felt as if I had truly made a positive impact on my students; in tutoring, I experience this in nearly every single lesson. How rewarding is that?