My path into tutoring started early. I began helping classmates with math back in high school, and what started as informal study-group support quickly turned into something I genuinely loved doing. I went on to earn my Bachelor's degree in Mathematics from the University of South Florida, and throughout my studies I continued tutoring — first peers, then younger students in the community, and eventually working one-on-one with students and families who found me through word of mouth....
My path into tutoring started early. I began helping classmates with math back in high school, and what started as informal study-group support quickly turned into something I genuinely loved doing. I went on to earn my Bachelor's degree in Mathematics from the University of South Florida, and throughout my studies I continued tutoring — first peers, then younger students in the community, and eventually working one-on-one with students and families who found me through word of mouth. Tutoring has been a constant in my life and mathematics in particular has remained the subject I care most about teaching.
Over the years I've worked with an unusually wide range of students, from second graders just learning multiplication and fractions all the way up to college students tackling Calculus I, II, and III. In between, I've tutored elementary arithmetic, pre-algebra, Algebra I and II, geometry, trigonometry, precalculus, and AP-level math, along with SAT and ACT math preparation. I've also tutored in computer science and programming, and more recently I've been helping students who want to understand cryptocurrency and blockchain concepts — an area where I've done extensive hands-on work myself and can explain things that most teachers can't. Nearly all of my recent tutoring has been one-on-one online, which I've found to be just as effective as in-person when the session is well-structured.
My teaching approach is diagnostic first. When a student is stuck on current material, the real problem is almost always a gap somewhere further back, and my first priority is figuring out where that gap is and filling it in without making the student feel bad about it. I'm patient, I never talk down to students, and I believe strongly that mathematics is accessible to anyone who gets clear explanations and enough guided practice. Parents appreciate that I'm communicative about what we cover each session and what's worth reinforcing between meetings, so families can see real progress happening week to week.
