How I teach — and what working together looks like
Credentials tell you I can help your student. This tells you how — and whether it’s the kind of help your student actually needs.
The deal I make with every student
It sounds simple... because it is. The idea is to take the pressure off the student and move it onto me. Their only job is honesty. My job is to find the floor — however far down it is — and then rebuild, one step at a time.
Simply tell me “no” until they truly understand what I’m saying.
Keep breaking the concept down until they say “yes” — even if that “yes” doesn’t come until I ask whether they understand that 2 + 2 = 4.
I was never very confident with my math skills in high school, but Dr. Hurley’s kind spirit and passion for his students made me believe in myself! I no longer felt scared of judgment when asking questions, and he always made learning fun.
TaylorPrecalculusUniversity of St Andrews
More than the math
Explaining the material is the easy part. It’s everything else that makes it actually stick.
I keep it human — and genuinely enjoyable
A session shouldn’t be something your student dreads. We laugh, we talk like people, and being wrong is completely safe — no one is ever made to feel stupid for not getting something yet. When the pressure’s off and it’s actually enjoyable, students are more likely to go all in.
I watch what goes unsaid
A lot of my work involves paying attention to your student. I watch every expression, and I catch the half-sentence a student cuts off with “never mind, it’s wrong,” then ask what they were about to say, because that hesitation is usually the most important thing that should be addressed (even when they “know” it’s wrong).
I follow your student, not a script
Often, the explanation that worked for the last kid won’t work for the next one. Part of my job is finding the one that fits your student, and another part is deliberately showing more than one explanation, because understanding something in several ways is how you truly master it. Some days, I’ll do most of the talking. Other days, your student will. But most days, we’ll go back and forth quite a bit.
I teach them how to learn
When students ask, “When will I ever need this?” the honest answer is often, “probably never.” But it’s rarely about the task at hand. It’s about learning how to be a confident problem solver. It’s about developing the grit to keep going, no matter how long they’ve been stuck. It’s about helping them believe in themselves. I use our time not only to teach the course concepts, but to help them build the resilient mindset they’ll need well beyond math or code.
The one thing that I remember and appreciated most about Dr. Hurley as a teacher was his creativity. Whether it was his ability to always try and learn new ways of teaching, or his ability to explain a singular concept in multiple different ways, he always made sure to find a way to teach that would help each and every one of his students understand the material.
SpencerCalculus & Computer ScienceUniversity of Pennsylvania
What a session might actually look like
However far behind — or ahead — your student is, a session isn’t about hopping on Zoom and “winging it.” Instead, it might look something like this:
- Check in. We’ll talk about what’s going on in the class, what’s confusing, what’s coming up, etc.
- Repair. We’ll work on the current material, while taking side steps as needed to fill any foundational gaps.
- Practice. Your student works on problems while I coach. I’ll ask them to think out loud as they solve.
- Transfer. I’ll give them a similar problem to make sure they can solve it from another angle.
- Plan. We’ll chat about exactly what they should work on between now and our next session.
Sessions are online and one-on-one, with a setup refined to feel less like a video call and more like sitting next to someone at the same desk. This includes screen sharing, a digital whiteboard, and real-time work back and forth. (More on scheduling, between-session support, and pricing on the Pricing page.)
Who I’m a great fit for (and who I’m not)
Tutoring works best when the match is right, so here’s who I tend to help best — and who probably needs something else.
A great fit is a student who…
- Wants to genuinely understand, not just finish the assignment
- Keeps hitting walls they’re struggling to get over alone
- Is willing to relentlessly ask questions
- Will show up consistently, attempt problems, and be honest about mistakes
- Needs help specifically within AP Precalculus, AP Calculus AB/BC, or AP Computer Science A
Probably not the right fit…
- Wants graded assignments, tests, or projects done for them
- Expects a guaranteed grade or score, or a last-minute rescue
- Won’t attempt work independently
- Is being forced into tutoring
- Is looking for general math help outside those three courses
I can help rebuild any gap in understanding.
What I can’t manufacture is desire.