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SETON HALL UNIVERSITY SOUTH ORANGE, NJ (Diplomacy and IR)
Tilburg University (the Netherlands) (Master's)
University of St Andrews, Scotland (PhD)
As a university teacher on the verge of receiving a PhD in the social sciences, I bring over ten years of tutoring experience to every session. From founding a peer tutoring society at my public high school in North Carolina, to coaching local kids in public speaking in New Jersey, I have a passion for helping students realize their potential. With a combined total of six years spent as Editor-in-Chief of various magazines and law reviews, helping authors plan, outline and articulate their thoughts in writing in an encouraging way is second nature to me. Finally, as a university educator working with undergrads, I know how to develop the skills needed to get into a good college and more importantly - to succeed once there.
Mastery of advanced English reading and writing is the foundation of an educated individual, and a pre-requisite for success in today's world. The ability to critically think about and understand our history and present through social studies and the humanities is the broad purpose of high school and college. I have spent a decade at universities focusing on these activities and subjects, and enjoy working with students one-on-one to help them master the details and appreciate the bigger picture. A tutor is uniquely positioned to identify a student's strengths and weaknesses and work with them to bring out the former and overcome the latter. In the insanely competitive and stressful environment that many high schools and universities have become, students need help developing strategies, habits and approaches to master their subjects. Teaching these alongside specific help with a specific subject is the true added value of tutoring, and can help a student succeed across the board.
If you are looking for a tutor to help with English (text analysis, composition etc.), Social Studies (government/politics, history, etc) and related SAT/subject matter college test prep, don't hesitate to get in touch. I'm also happy to work with students on college admissions, essay editing, public speaking and debate training.
Your child has the potential to excel, and deserves top-notch support in unlocking that potential. My experience teaching university students, managing professional writers and working to build confidence and ability one-on-one in a friendly manner will make that difference. Your child already has a high school teacher and will soon be a college student themselves, so when it comes to a personal tutor, go the extra mile and hire a university teacher. As a university teacher on the verge of receiving a PhD in the social sciences, I bring over ten years of tutoring experience to every session. From founding a peer tutoring society at my public high school in North Carolina, to coaching local kids in public speaking in New
Dr. Radim helped edit my resume and guided me with writing a solid cover letter. He is very knowledgeable and extremely helpful. You should definitely seek him out, he will guide you very well, and has years of experience.
Radim was very professional and knowledgeable in what he does. His writing skills are excellent and his explanations are clear and precise. He aided me to recreate my resume and made the process seem simple. If you need any help writing I would recommend Radim.
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
History, and especially American History, underpins and contextualizes much of the field of international relations, in which I have specialized. From receiving the top grades on the AP US History and IB History of the Americas exams in high school to teaching case studies from recent US history in college, I am perfectly comfortable tutoring in this subject. Most importantly, when tutoring a history subject, the tutor's job is to help the student contextualize, analyze and understand historical trends, rather than tell them on what day George Washington crossed the Delaware. When I tutor APUSH, my focus is on helping the student connect the dots, develop their own thinking and understanding of the facts, and write about the subject persuasively and authoritatively.
A number of experiences contribute to my overall mastery of English and my ability to successfully tutor others in it. I am certified to teach ESL, and my specialization has always been on advanced English teaching, which is of relevance to native speakers as well. I received a 770/800 on the English portion of the SAT, and 5's on the AP courses for English and English Lit. With six years of combined Editor-in-Chief experience and a record as a published author of articles (academic and professional), a book chapter, an edited volume and soon to be a published book, I am adept at tutoring others in English.
European history is a topic close to my heart. Aside from being the youngest person at my high school to take the AP course (in sophomore year) and having received a 5 on the test, I have made European studies my specialization throughout my graduate education. My undergraduate thesis was on Europe, I possess a degree in European law, and my PhD is about the European Union. Each of these qualifications is rooted in a study of European history, and I have taught courses on world intellectual history, which were, perhaps unsurprisingly, Eurocentric. I am well-grounded in the subject, have lived over half of my life in Europe, and am an area specialist in the field.
Aside from having passed the AP test with a five, I am a political scientist by training. My entire university education has been in political science, international relations and international law. I specialize in US-EU relations, and as all international scholars in the United States, that comes with a strong background in US government and politics. Moreover, I have a comparative and international appreciation of the field, which allows me to see it in a wider context. As an educator, I teach introductory political science courses, and through my Editorships, have worked primarily with students of political science and international relations. It is a field I am perhaps the most comfortable with in terms of its substance.
Throughout my time as Editor-in-Chief of various publications and a book, I developed a reputation as Grammarian-in-Chief as well. Being bilingual and certified to teach ESL, I know that formal grammar is largely underrepresented in the US curriculum. My ESL certification as well as my own initial study of English in my childhood exposed me to the rules that underlie the good habits that many (but not all) native speakers acquire. Having taught English grammar to foreigners, and having a keen eye for correcting grammar as an editor, I am more than comfortable tutoring students in the subject.
I have an undergraduate degree in international relations and diplomacy (magna cum laude), two graduate degrees in law and am awaiting the defense of a joint PhD in International Relations and International Law this summer. I have interned for a ministry of foreign affairs, an international organization and been a fellow at the Centre for Global Constitutionalism. I have served as Editor in Chief of two international affairs magazines, a law review and a book. I have published and taught widely in the fields of political and international affairs and law during my time as a doctoral researcher.
The same qualifications I submitted for writing are even more relevant for proofreading. I served a year as Editor-in-Chief of the Diplomacy Envoy at Seton Hall University, a year as Editor-in-Chief of the Tilburg Law Review, two years as Editor-in-Chief of the St Andrews Foreign Affairs Review, and two years as Editor and Director of the book St Andrews: Through Students' Eyes. Every article published by and in these sources went through a final proofread, so I couldn't even begin to count the number of hours I have devoted to this activity. Suffice it to say that proofreading is like second nature to me, and the proverbial red pen never far from my hand.
Aside from years of teaching and lecturing which is largely an exercise in public speaking, I was also captain of the Model UN Team at Seton Hall University. I have received numerous awards, including Best Delegate Awards in Cambridge, London, Columbia University and WorldMUN in the Hague. I have taught public speaking to Model UN delegates in high school, college and grad school. I have been an invited speaker at a number of academic conferences and panels, and represented hundreds of students in the deliberative bodies and committees of student government.
While I do not look to tutor middle-schoolers or younger kids in the basics of actual reading, I do intend to tutor high school students and beyond in reading comprehension and textual analysis. These fundamental skills are exactly what I have spent years developing in the first year university students I have taught, who enter university at varying levels of aptitude. Understanding how to identify what's important and what isn't, what the author's intent is and how credibly his argument is supported are critical skills, and counterparts to the ability to write well. My years of teaching first-year students, helping them make sense of their assigned readings and teaching them to apply the same standards to their assessment of their own writing and that of others qualify me to tutor in this field.
My baseline qualification to tutor this section of the SAT is that I received a 770/800 on this section, and have since spent a decade in academia, where the same skills this section tests were my daily activity. As a university teacher, aside from lecturing, all of my courses had a tutorial component which was a smaller discussion group centered around the week's readings. Teaching reading comprehension through these tutorials gives me part of the skill set necessary, my mastery of SAT-level vocabulary and a strong grasp of the fundamentals of writing gives me the rest. Finally, SAT prep is never complete without strategy advice, and having mastered the test when I took it myself, I can relay personal tips as well as those contained in standard SAT prep guide books.
As a university educator teaching primarily first-year undergraduate students, I know what the quality standards for university writing are like, and how to bring students up to that level. It is the same level of rigor required by the writing section of the SAT. The ability to assess a prompt, determine one's answer/argument, outline the essay and then write out a quality piece of writing is what I teach my undergraduate students and my tutees. Being both a professional editor with a trained eye for structure, argument and flow and an accomplished writer with professional, academic and general publications both online and in print, I have the skills and the educator's background to impart them. The only difference is that when teaching these in the context of SAT writing, the student must learn to apply these skills under considerable time pressure.
World History is in many ways the perfect background subject of virtually all of my ten years of university studies. All of my degrees have been international and often interdisciplinary, and required a background in world history. As a PhD in international relations and international law, I am well versed in the last 400+ years of world history, and well grounded in earlier world history by virtue of a strong liberal arts education. The job of a tutor in this subject is, I believe, to help students see the bigger picture, contextualize events and draw connections and comparisons. I may not remember the exact date of the Battle of Lepanto anymore, but can walk a student through its consequences, and help them understand the underlying economic and political forces that move history.
Over the last decade, I have served as Editor-in-Chief of three magazines and one book. In these roles, a large part of my job was not only to work with authors on improving the quality of their writing, but also on training subordinate editors in the craft. Combined with my background as a university educator whose courses always include essays, and as someone who has published widely in magazines, online publications and books, I am eminently at ease with helping students through all stages of the writing process.