Mark W.

Atlanta, GA


Tutor with a PhD

50+ Hours
Background check passed as of 12/2/16
4.9 average from 19 ratings
Great tutor
— James, Fairburn, GA on 9/27/16


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The University of Notre Dame
Classical Studies and Psychology
(Fall, 2006) Georgia State University
(Fall, 2018) Georgia State University


The University of Notre Dame (Classical Studies and Psychology)

(Fall, 2006) Georgia State University (MEd)

(Fall, 2018) Georgia State University (PhD)

About Mark

Hi, my name is Mark. I appreciate you taking the time to read this brief summary. By its end, you may decide that I have the skills and experience to help you or your child reach their potential. You may not. Let's let the data do the talking...

I have a Masters in Education (MEd). I am a PhD Candidate (All But Dissertation) at a leading education institution. I have over 10 years of K-12 teaching, leadership, and tutoring experience. During that span I taught general education students and students with exceptionalities (e.g. students with learning disabilities, autism, emotional and behavior disabilities, attention deficit hyperactivity disorders, and intellectual disabilities) in grades K-12.

In graduate school I taught future teachers evidence-based teaching methods to ensure they teach effectively. I instructed undergraduate students seeking initial teacher certification and graduate students seeking their masters in education.

I've coached dozens of college-bound high school students to use evidence-based strategies to achieve their personal goals on college entrance exams (e.g. ACT, SAT, GRE). Language Arts and Writing instruction are my areas of special interest. But my true passion is helping students with the analytical Writing tests on the ACT, SAT, and GRE.

I co-authored a college-level textbook chapter on evidence-based teaching models and strategies that WORK for new teachers and their students. I am first or second author on peer-reviewed publications in education. My latest study evaluated a planning tool for tackling the unique challenges of writing persuasively. Modeled on the writing processes of expert writers, the planning device led to significant increases in persuasive writing skills for elementary, middle, and high school adolescents.

The best part of my day involves helping students like you or your children achieve their academic goals. Thank you again for taking the time to read about me, and I look forward to meeting you!

All the Best,
Mark W W. Jr, MEd; PhD Candidate
Hi, my name is Mark. I appreciate you taking the time to read this brief summary. By its end, you may decide that I have the skills and experience to help you or your child reach their potential. You may not. Let's let the data do the talking...

I have a Masters in Education (MEd). I am a PhD Candidate (All But Dissertation) at a
Read more

24 hours notice required

In-Person Sessions = $75 per hour Online Sessions = $55 per hour

Travel Radius
Travels within 40 miles of Atlanta, GA 30303
Background Check: Passed

"Great tutor"

- James, Fairburn, GA on 9/27/16

"Knowledgeable and patient Tutor."

- Bari, Lawrenceville, GA on 9/11/16

"Thank you!"

- Laurie, Stone Mountain, GA on 8/31/16
ACT Math, Elementary Math,
ACT Science, Philosophy, Psychology
ACT English,
ACT Reading,
ESL/ESOL, Grammar, Literature, Proofreading, Public Speaking,
SAT Reading,
SAT Writing,
TOEFL, Vocabulary, Writing
Test Preparation:
ACT English,
ACT Math, ACT Reading,
ACT Science, Common Core, GED, GRE,
Praxis, PSAT, SAT Math, SAT Reading,
SAT Writing,
Microsoft Outlook, Microsoft PowerPoint, Microsoft Word, SPSS
Criminal Justice, Social Studies, World History
Elementary Education:
Common Core, Elementary (K-6th),
Elementary Math,
Elementary Science, Grammar, Handwriting, Homeschool, Phonics,
Spelling, Study Skills,
Microsoft PowerPoint, Microsoft Word, Public Speaking
Bodybuilding, Fitness, Tennis

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 English

As a freshman at the University of Notre Dame, I was accepted into the 3-year Program of Liberal Studies. Rooted in the Great Books tradition, the program introduced me to philosophy, theology, literature, history, science, and fine arts. We read from primary sources only. These texts required proficiency in Latin and Greek.

Notable for its Great Books seminars, I acquired a broad intellectual background in Western and Eastern thought by meeting twice a week with 10-12 classmates from whom I learned how to think and write critically, to persuade logically, and communicate these ideas effectively. The program prepared us for success in a wide range of potential vocations, including the law, education, science, business, medicine, theology, and academic scholarship. Given the heterogeneous curriculum and the corresponding development of critical thinking, the Program prepared me to help college-bound students prepare effectively for the critical and literary demands of the ACT English test.

ACT Reading

I have helped dozens of students meet or exceed their ACT Reading goals. My areas of expertise include grammar instruction, word usage, reading decoding, and reading comprehension. This test is among my favorites. Let me help you!


A special education teacher for 10 years at a residential treatment center for students with attention deficit hyperactivity disorder (ADHD), attention deficit disorder (ADD), emotional and behavioral disorders, and learning disabilities, I think I understand how to help students self-manage academic, social, and emotional areas of need. My strength is in individual and classroom behavior management.

Autism Spectrum Disorder (ASD)

My early teaching years were spent instructing students with Emotional and Behavioral Disabilities (EBD); however, over the course of the last few years I have had the honor and privilege to work with students with autism. In 2015-2016, I co-taught a classroom of students with severe autism. In that same school year I provided individualized instruction to 2 youths with autism. Today, I tutor multiple students with autism several times a week.

In addition to extensive experience instructing students with autism at both the classroom and 1:1 model, I received graduate school training in autism from Dr. Juane Heflin - recent co-editor of autism's premier academic journal: FOCUS.


I taught students with learning disabilities (LD) in reading for 10 years at an intensive residential setting for students with exceptional learning and behavioral challenges. During this time I had the privilege to work with many elementary and middle school students with dyslexia. In order to help, I had to learn how to teach decoding and comprehension strategies. Effective reading instruction for all students involves mastering the 5 Big Ideas in Reading: Phonemic Awareness, Alphabetic Principle, Fluency with Text, Vocabulary, and Reading Comprehension. For the student with dyslexia, additional strategies are necessary to develop these big ideas (especially phonemic awareness and alphabetic principal). These students must work harder and require more steps and more time to decode the lines that make up a problem letter into its corresponding phoneme and letter name. One strategy I found effective was daily practice in kinesthetic or tactile learning. Examples of activities included (a) having the student find plastic problem letters hidden in a bucket of sand and once found stating the letter's initial sound and its name (e.g. short a sound, A), (b) having students walk along the lines of a huge letter made from masking tape. Students were asked to walk in the direction(s) that their pencil would take. These strategies and others, when combined with an understanding of the learning needs of the child, can make the reading process easier.

Elementary (K-6th)

I taught Language Arts, Math, Social Studies, Science, Vocational Skills, and Social Skills to students in grades K-8 for 10 years at an intensive school for students with high incidence disabilities. I am highly qualified and certified to teach the above subjects in grades K-9. Moreover, I tutored students 1:1 within the Atlanta Public School System for 4 months in 2014.

Elementary Math

I have a masters in Education and just last year taught kindergarten at a prestigious school in Atlanta. I have high expectations for all my students and they always meet them. Please contact me so we can get your son on track for 1st grade success and your daughter on track for 2nd grade success. Best, Mark.


English is hard. Period. In fact, many linguists consider it to be among the toughest - if not THE toughest - languages of the world.

A writer from a debate website recently contested an unwitting notion that English is actually quite easy. The author offered this counterevidence: students born into English-speaking countries (e.g. United States) must take MANDATORY English language classes EVERY year of their K-12 school careers. There is just that much to learn!

My area of special interest is expressive writing. English, with all its ambiguities and idiosyncrasies, is uniquely suited for that purpose. Specifically, persuasive writing is my area of special, special interest.

I conducted two studies in grad school, and both focused on the development and instruction of evidence-based writing strategies.

After coaching you to mastery on some of the research-based and empirically-validated best practices in writing, I will help you achieve your writing goals.

Please let me know when when you want to begin this truly enjoyable process.

Mark W, MEd


When I took the GRE, I earned identical (high) scores on the quantitative and verbal reasoning sections of the GRE. Therefore, I can help the student who needs assistance in one or both sections. And as a published author of a textbook chapter on instructional strategies in writing, I consider analytical writing an area of expertise.


I was a special ed teacher for 10 years at a residential psychiatric facility where nearly all the students were several grade levels behind the average student. Some students could not read at all (some knew no letter names), most read on a 2nd or 3rd grade level, and a few read at a basic level. Of the 5 Big Ideas in reading, phonics instruction was the most commonly taught set of skills. I used multiple phonics workbooks, differentiated by reading ability, to teach phonics for years. I understand why we teach it and I've participated in the joy students experience in learning phonics and consequently reading.

Public Speaking

I was a national finalist in 1990 in the National Forensic League held in San Jose, CA. The Forensic league is famous for its Lincoln-Douglas debates, monologues, and duet acting. I've taught for 10 years and lectured (conversed) with K-PhD students/faculty. I've presented at over 10 national, state, and local education conferences. I've also taught acting skills to students with disabilities. A psychology major, I understand the principles of desensitization and its utility in overcoming anxiety associated with public speaking.


I have taught students with learning disabilities in reading for 10 years. I've taken PhD-level courses that have taught me how to implement data-based reading interventions that target reading decoding, fluency, and comprehension. I'm proficient in several approaches (e.g. Direct Instruction) that use explicit instruction to ensure you learn the major components to reading, including the 5 big ideas in reading: Phonemic Awareness, the Alphabetic Principle, Accuracy/Fluency, Vocabulary and Comprension. I will individualize instruction based on your current level of performance.

SAT Reading

I've tutored college-bound students on the English/Reading sections of the SAT with success.

SAT Writing

As someone with explicit knowledge about how the Education Testing Service scores its clients' current analytical essays, I satisfy Wyzant's qualifications. At the same time, in my practice of tutor instruction I teach from the materials prepared by the Princeton Review. My prompts come from publicly available ETS materials.

Special Needs

My first job involved working with youth with severe emotional and/or behavior disabilities at Hillside Hospital in Atlanta, first as a behavioral specialist, and then as a teacher. During my first year, I was afforded the opportunity to “learn the ropes” on the evaluation unit, and then I transferred to the open campus for my second year.

During my third year I applied for and was offered a teaching position at the Conant School. For the next 7 years I taught elementary, middle, and high school youth. During my teaching experience at Hillside I held the position of lead teacher (under Dr. Megan Mondi). I managed a caseload of students and led student support and IEP meetings. I became each child’s primary education advocate. I worked very hard to get students the supports and services needed to achieve their IEP goals. I believe these advocacy skills may translate well in helping students and their families understand the wants and needs of youth with and without disabilities. I was regarded as an exemplary teacher by my peers and employers.

Currently I am in my final year of doctorate studies in the major area of special education. My specific academic focus is on youth with disabilities (e.g. emotional/behavior disorders, learning disabilities, ADHD, Autism, mild intellectual disabilities) and court-involved youth. In 2006 I earned a Master’s degree in special education (i.e. emotional and behavioral disturbance, learning disabilities, and other high incidence disabilities). I have spent the last 7 years conducting research to find evidence-based practices in the areas of academics, behaviors, and transition. I have taught numerous college-level courses and have supervised practicum students seeking teacher certification.

Before coming to Hillside I worked at Clayton County’s Department of Family and Children Services. I managed a caseload of over 600 clients receiving AFDC and food stamps services. I helped ensure that these clients in need received their necessary services so that they could lead happy, self-determined lives.

I am involved in advocacy and transition planning for youth with disabilities and their families. In 2007 I joined the Atlanta Public Schools/Fulton County Educational Advocacy Council (EAC). As a member of this council, I helped insure that the educational rights of court-involved youth with disabilities in these two major school districts were actualized.

I am an active member of the Inter-agency Transition Coalition (IATC), a group of educators and policymakers from Atlanta Public and Fulton County Schools that advocate for the rights of youth with disabilities who are transitioning from secondary education. Our primary aim is to educate transitioning youth with disabilities, their families, and their teachers on recent changes in policy and services and how they might apply for and receive these services. Again, the overall aim is to help youth achieve post-school success as self-determined individuals.


In graduate school, I took 6 statistics courses. SPSS was the primary tool used in 5 of them. Unfortunately, these courses didn't really give me the practical know-how to use this statistical software. It wasn't until I conducted my residency and dissertation studies (both group design experiments) that I actually LEARNED SPSS. Perhaps I can help you by sharing my experience.

Study Skills

I've taught students in classroom or 1 to 1 settings for over 10 years, and during each session, regardless of the group or content area, I've infused study skills instruction. This includes developing a strategy for approaching the material. Some best practices I use routinely are advance organizers, judicious review, curriculum based measurements, and the importance of maximizing academic learning time when studying. Other principles include delay of gratification and the relative powers of positive and negative reinforcement.


I played the lead role of Richard in Eugene O'Neill's comedy Ah, Wilderness!, a production by the theatre department at the University of Notre Dame. For my first acting job I played the lead role of Andy in Raggedy Anne and Andy, a production by Brookwood High School. I sang and danced as one of the Jets in Westside Story, also at Brookwood. I have taken multiple acting classes in college, earning an A in each.


My area of expertise in my PhD program is writing. I enjoy teaching students how to ENJOY the writing process, regardless of genre (expository, persuasive, narrative, informational). Many of my students are preparing for the writing section of a college entrance exam (ACT, SAT, GRE). Fortunately, I know precisely what the raters on these tests are looking for from your response. This is a learned skill. If writing is not your strength, it doesn't matter. It is a learned skill. Allow me to teach you this skill.

The University of Notre Dame
Classical Studies and Psychology
(Fall, 2006) Georgia State University
(Fall, 2018) Georgia State University


The University of Notre Dame (Classical Studies and Psychology)

(Fall, 2006) Georgia State University (MEd)

(Fall, 2018) Georgia State University (PhD)

Great tutor

We are super impressed with Mark White. We really appreciate his enthusiasm and his flexibility. He has assessed where my grandson was in 11th grade Math and Science and is developing an individualized plan to improve his grades and prepare him for the ACT test. The following is a comment from my grandson: "He explain things in a way that I understand." That was all I needed to hear to confirm tha

— James, Fairburn, GA on 9/27/16

Hourly rate

Standard Hourly Rate: $75.00

Cancellation: 24 hours notice required

In-Person Sessions = $75 per hour Online Sessions = $55 per hour

Travel policy

Mark will travel within 40 miles of Atlanta, GA 30303.