Hi! I am a member of the Mensa High IQ Society, a freshman at SUNY Binghamton studying Quantitative Finance, and I specialize in ACT tutoring. I earned a 36 on the ACT, and since I took the exam just two years ago, the material, pacing, and strategies are still extremely fresh in my mind. I understand not only the content, but how students are expected to think under real test-day pressure.
I’ve been tutoring students for the ACT for nearly two years, and one of the biggest things I...
Hi! I am a member of the Mensa High IQ Society, a freshman at SUNY Binghamton studying Quantitative Finance, and I specialize in ACT tutoring. I earned a 36 on the ACT, and since I took the exam just two years ago, the material, pacing, and strategies are still extremely fresh in my mind. I understand not only the content, but how students are expected to think under real test-day pressure.
I’ve been tutoring students for the ACT for nearly two years, and one of the biggest things I emphasize is that the ACT is a highly pattern-based exam. The same question types, shortcuts, and traps appear over and over. Once students learn how to recognize these patterns, the test becomes far less intimidating. In many cases, simply understanding common ACT traps allows students to immediately eliminate two answer choices, dramatically improving accuracy even before doing any real work.
For the ACT Math section, I focus heavily on efficient strategies rather than unnecessary algebra. I teach an obscure but extremely effective calculator-based approach, along with plugging in numbers and plugging in answer choices, which are powerful tools the ACT rewards. These methods save time, reduce careless mistakes, and help students arrive at correct answers even when a question looks complicated at first glance.
Because I’m 18 years old, I explain concepts in a way that feels relatable, clear, and easy to understand for today’s students. I remember exactly what it’s like to prepare for this exam, and I tailor my approach to how students actually learn—not how textbooks explain it. My goal is to help students think like the ACT, recognize patterns quickly, work smarter under time constraints, and walk into test day confident and prepared.