About Me
More than tutoring. A relationship built around learning.
25+ Years of Experience
For more than 25 years, I have had the privilege of helping students develop their skills, confidence, and love of learning.
Today, I teach mathematics from kindergarten through calculus and provide preparation for a wide range of standardized and school-based exams, including the SAT, ACT, SHSAT, Regents, and other entrance and placement tests. I work with students in public and private schools as well as those who are homeschooled. I also periodically teach Statistics at Brooklyn College.
Education & Experience
Barnard College, Columbia University BA, Economics 1990
Awards:
- Summa Cum Laude
- Phi Beta Kappa
- Winner: Beth Neimi Memorial Prize
Princeton University
MA, Sociology with Distinction 1995
Brooklyn College
Adjunct Statistics Instructor
Before becoming a full-time tutor, I was Director of Training and Development for a small consulting firm. After the company closed in the aftermath of 9/11, I began tutoring temporarily while deciding what to do next.
I quickly discovered that I loved it.
What began as a temporary job became a career – and eventually a tutoring practice built largely through relationships and word of mouth.
My Approach
There is no one-size-fits-all approach to learning.
Every student is different.
Some students need to fill gaps in their knowledge. Others need difficult concepts explained in a new way. Some need help with organization or test-taking strategies. And some primarily need someone to help them believe in their own abilities.
I start by getting to know my student.
Getting to know my students as people is an important part of the process.
I take the time to get to know each student and tailor my approach to their individual needs, personality, learning style and goals.
Students learn best when they feel comfortable, respected, and understood—and when they know that their tutor genuinely likes and believes in them. I want them to feel comfortable with me – asking questions, making mistakes and figuring things out without feeling judged.
Confidence is part of the curriculum.
Building self-confidence is at the heart of my teaching. I have seen many capable students become discouraged because they have convinced themselves that they are “bad at math” or simply cannot succeed academically. My goal is to help students replace that belief with something much more powerful:
“I don't know this yet, but I can and will figure it out.”
That shift—from frustration and self-doubt to competence and independence—is one of the most rewarding parts of my work.
Relationship with Parents.
A partner in your child’s academic journey.
Parents are an important part of the tutoring process.
I value my relationships with parents and see myself as a partner in their child’s education. After many years of working with students across different ages, schools and learning needs and with their families, I am able to serve as a source of guidance and perspective – giving practical advice about academic decisions, study habits and how best to support their student. My goal is to help parents understand what their child is experiencing academically and suggest practical ways to support them without adding unnecessary pressure.
The goal isn’t simply a better grade or score. It’s a student who feels capable of getting there independently.
Outside of tutoring, I live in Brooklyn with my spouse, our 14-year-old daughter, and our two cats. I feel very lucky to have turned something I initially started simply to earn some extra money into work that I find genuinely meaningful. After more than 25 years, I still love the moment when a student suddenly says, “Oh—I get it!” and realizes that maybe they can do this after all.
