I'm a sophomore at Boston College pursuing a degree in finance, where my coursework demands strong quantitative skills and disciplined time management, the same foundation the ACT rewards. I scored a 32 on the ACT myself, so I know the test from a student's perspective: the pacing pressure, the section-specific traps, and the strategies that actually move a score.
My teaching experience comes from two settings. I've coached at a youth sports camp for multiple summers, working directly with...
I'm a sophomore at Boston College pursuing a degree in finance, where my coursework demands strong quantitative skills and disciplined time management, the same foundation the ACT rewards. I scored a 32 on the ACT myself, so I know the test from a student's perspective: the pacing pressure, the section-specific traps, and the strategies that actually move a score.
My teaching experience comes from two settings. I've coached at a youth sports camp for multiple summers, working directly with kids and teens, and I've volunteered as a teaching assistant in Boston, supporting students in a classroom environment. Coaching taught me how to break a complex skill into manageable steps, adjust my approach to each student's pace, and keep someone motivated through the frustrating middle stretch of improvement. Volunteering as a TA gave me experience working alongside teachers, helping students one on one within a structured curriculum, and seeing how different students respond to the same material. Both are exactly the skills test prep requires.
My approach to ACT tutoring is built around diagnosis and repetition. I start with a practice section to identify where a student is losing points, whether that's content gaps, careless errors, or pacing, and then I target that specific weakness rather than reviewing everything generically. I rely heavily on timed drills using real ACT material, because the test is as much about working quickly under pressure as it is about knowing the content. After each drill we review every missed question together so the student understands the reasoning, not just the right answer.
I've worked with students roughly ages 8 to 17 in both one-on-one and small-group settings, and I'm comfortable adapting to different learning styles and confidence levels. I'm patient with students who are anxious about testing and direct with students who are ready to be pushed. My goal is for a student to leave each session knowing exactly what to practice before the next one.
