I'm an aerospace engineer, and I hold both a master's and a bachelor's degree in aerospace engineering. Math isn't something I studied and set aside - I use calculus, linear algebra, statistics, and physics in my job, and I think that changes how I teach it. When a student asks why they need to know something, I can give them a real answer instead of "it's on the test." When I took the SAT myself I scored 1580, including an 800 on the math section, so I know the test from the inside as well...
I'm an aerospace engineer, and I hold both a master's and a bachelor's degree in aerospace engineering. Math isn't something I studied and set aside - I use calculus, linear algebra, statistics, and physics in my job, and I think that changes how I teach it. When a student asks why they need to know something, I can give them a real answer instead of "it's on the test." When I took the SAT myself I scored 1580, including an 800 on the math section, so I know the test from the inside as well as the material.
My tutoring background started in high school, where I volunteered preparing eighth graders for the SHSAT, New York City's specialized high school admissions exam. Those were one-on-one and small-group sessions with twelve- and thirteen-year-olds, many of whom were anxious about a very high-stakes test, and it taught me early that managing a student's confidence matters as much as covering content. I've also tutored Regents-level physics and worked one-on-one with a high school junior on ACT math, meeting weekly through his prep and into test day.
For SAT and ACT math, my approach is diagnostic first. The student takes a full official practice test before I teach anything, and we sort every missed question into concepts they haven't learned, concepts they know but executed wrong, and questions they ran out of time for. Those have completely different fixes, and most students waste months reviewing material they already know when the real issue is pacing or careless errors. From there I build sessions around the question types actually costing them points, and we work problems together rather than me lecturing. For coursework in algebra, geometry, precalculus, calculus, and physics, I focus on making sure a student can explain why a method works, not just reproduce the steps.
I offer a free 20-minute consultation call before the first lesson, and I ask for 24 hours' notice on cancellations. Feel free to reach out with any questions or to set up a first session.
