I hold a Bachelor of Science in Biomolecular Science from NYU's School of Engineering, where I developed a strong grounding in mathematics, chemistry, biology, and scientific reasoning. Following my degree, I spent four years as a research assistant at a nanotechnology and electrochemistry lab funded by competitive federal innovation grants — work that demanded precision, analytical thinking, and the ability to break down complex processes into clear, repeatable steps. That discipline and...
I hold a Bachelor of Science in Biomolecular Science from NYU's School of Engineering, where I developed a strong grounding in mathematics, chemistry, biology, and scientific reasoning. Following my degree, I spent four years as a research assistant at a nanotechnology and electrochemistry lab funded by competitive federal innovation grants — work that demanded precision, analytical thinking, and the ability to break down complex processes into clear, repeatable steps. That discipline and structure is what I bring to every session.
I tutor students from elementary through high school level in math, science, English, and social studies, including standardized test preparation. My approach is especially well-suited to students who have struggled for a long time, developed strong negative feelings toward a subject, or fallen significantly behind and need to catch up quickly. I personally believe no child is incapable — only lacking creative support. Before any kind of content can land, mental blocks must be addressed first. I typically work to replace frustration and avoidance with genuine curiosity and momentum, as I find students often begin to keep up and get ahead more and more on their own with confidence as a result.
Every new student begins with warm-up assessment problems that we work through together. This serves two purposes: it helps me pinpoint the specific foundational gaps quietly driving most of their current confusion, and it also helps the student realize where they may have already been applying many concepts correctly without knowing it — they simply hadn't connected the names to the mechanisms. That moment of recognition is usually my introduction and mindset-shifter for all of my new kids. Students who walked in convinced they "just don't get math" often leave the first session with a concrete, manageable list of small gaps and a very different sense of what they're capable of. From there, progress tends to feel more optimistic and accelerates quickly — reach out and let's get started!
