Attorney and Fellowship Expert

Roman G.

If you’re looking for the traditional markers of academic success, I have them. I graduated magna cum laude, earned a 170 on the LSAT on my first attempt, passed both the New York and California Bar Exams on my first try, and was fortunate to receive several nationally competitive academic fellowships. I’m proud of those accomplishments, but they’re not what I think makes me a good tutor.

What matters more is how I got there. I have never been someone who could simply absorb a difficult subject and move on. If I wanted to understand something, I had to take it apart into its smallest pieces, understand why each one worked, and then put it back together into a coherent whole. That became my approach not only to law and standardized tests, but to learning in general. I think it also happens to be an effective way to teach. Instead of asking students to accept that something is true, I like to figure out exactly where the confusion begins and work outward from there until the larger picture makes sense.
Part of that approach comes from growing up on the autism spectrum. Many aspects of communication and reasoning that other people seemed to learn naturally were things I had to study consciously. I read extensively, paid close attention to how people thought and communicated, and gradually built my own understanding one step at a time. Looking back, I think that experience made me a better teacher.

Whether we’re working on the LSAT, writing, reading comprehension, law, or another subject, my goal is the same. I want to understand how you think, identify the obstacles that are slowing you down, and help you build the kind of understanding that lasts after the lesson is over. My hope is that by the time we’re finished, you’ll not only know the material better, but also have a stronger way of thinking about difficult problems in the future.