My academic background spans computer science, mathematics, and research methodology. I completed Harvard's CS50, one of the most rigorous introductory computer science programs available, which gave me a strong foundation in programming, problem-solving, and computational thinking. I also hold two teaching certifications — one from HarvardX focused on developmental learning strategies, and one from Alison focused specifically on recognizing and addressing difficulties that students commonly...
My academic background spans computer science, mathematics, and research methodology. I completed Harvard's CS50, one of the most rigorous introductory computer science programs available, which gave me a strong foundation in programming, problem-solving, and computational thinking. I also hold two teaching certifications — one from HarvardX focused on developmental learning strategies, and one from Alison focused specifically on recognizing and addressing difficulties that students commonly face in academic settings. These certifications have shaped how I approach tutoring: not as a one-size-fits-all lecture, but as an adaptive, student-centered conversation.
My tutoring experience has primarily been one-on-one, working with high school students on subjects including math, computer science, and AP coursework. I focus on building conceptual understanding rather than memorization, helping students grasp the reasoning behind a method so they can apply it independently. I am particularly attentive to students who feel stuck or discouraged, as my training in supporting students with learning difficulties allows me to identify where a student's understanding breaks down and address it directly and patiently.
I tend to work best with middle and high school students, though my background also extends to foundational concepts that benefit younger learners. My sessions are structured yet flexible — I come prepared with a plan, but I adjust in real time based on how the student responds. My goal in every session is not just to help a student get through an assignment, but to leave them more confident and capable than when we started.