Twenty years in the classroom, one student at a time. I get to know how your child thinks — and then I teach to that.
20 years teaching high school math & science · B.S. Physics, University of Notre Dame · M.A. Fordham · Department chair · Online, every U.S. time zone
Most tutoring is a stranger drilling problems for an hour. This isn't that.
A student stuck in Pre-Calculus is usually not stuck on Pre-Calculus. Twenty years of teaching means I can find the gap underneath the gap — and fix that instead.
Every teacher runs their course differently — what they emphasize, how they write a test, what they expect in the working. I learn your child's class and I help them succeed in it. Not in some generic version of it.
The point isn't a better score on Friday. The point is a student who stops believing they're bad at this — because that belief is what actually costs them.
Every step, written out. Every question, answered.
Every one of these I taught from the front of a real classroom, for years, to students exactly your child's age.
They almost never are. What they are is under-taught — handed a subject built on a few deep ideas, and given a hundred disconnected procedures instead. Once you go back and repair the thing that actually broke, the rest tends to come quickly.
I studied physics at Notre Dame, took a master's in science education at Fordham, and have spent two decades teaching high school math and science — long enough to have chaired the department, written the curriculum, and coached the robotics team. Long enough, too, to have sat with a great many students who were sure they'd never get it, and to have been wrong about that every single time.
I work with a small number of families, one-to-one, entirely online. If your child is capable and stuck, that is precisely the problem I've spent my career solving.
Sessions run on a shared whiteboard — your child sees every step written out, and keeps the notes afterwards.
A short, free conversation — you, me, and your child if they'll join. I'll ask what's going on and tell you honestly whether I'm the right person for it.
The first session or two is diagnostic. I want to see how they think, not just what they got wrong.
Regular one-to-one sessions online. You'll hear from me — you'll know what we did and where they are.
Rates depend on the subject and the level, and I'd rather quote you honestly after we've talked than post a number that may not apply to your child. The consultation is free and there's no obligation attached to it — if I don't think I can help, I'll say so.
Request a Consultation →Tell me a little about your child and I'll get back to you within a day. No pressure, no sales pitch — just a conversation.