Director of Operations
Smith College 2003, double major in Latin American Studies and Luso-Brazilian Studies, 4.0 GPA, graduated Summa Cum Laude; member of Phi Beta Kappa; STRIDE Scholar, winner of Arthur Ellis Hamm Prize; Near-perfect score of 1590 on SAT I Exam (800 Verbal, 790 Math); score of 790 on Writing and 770 on Spanish SAT II Subject Tests; Score of 5 on AP Exams in Calculus, English Language, English Literature, Spanish Language, Spanish Literature, and Biology.
Sharon spent her time in college between Massachusetts and Latin America, studying abroad with the Brown-in-Brazil program in Rio de Janeiro and working as the Project Director with Amigos de las Americas, a youth development non-profit. She graduated after just three years, and continued her work with AMIGOS as the Director of Training, combining her passions for education, language, and international development. Back in her Chicago hometown, Sharon tutored a wide range of students, from teaching Portuguese for the Workplace to employees in a nut import company, to tutoring inner-city second graders in literacy and numeracy, and lots of high school math in between.
Now based in Brooklyn, Sharon works for the New York City Department of Education as a School Business Manager, running the operational and logistical side of new, small, public school development. She is also the director of an intergenerational religious education program that brings together elementary aged kids and adults of all ages to delve deeply into textual analysis and interpretation.
When tutoring, Sharon’s approach is to help students build confidence through focusing on what they know, either by drawing a picture when a math problem feels confusing at first, or re-phrasing a difficult sentence in their own words. She encourages students to think logically about whether or not an answer makes sense. This avoids getting sidetracked by trick responses written using common errors. She also personalizes test prep by reminding students that the writers of tests are people, too, and the idea is to get inside of their heads to figure out what they tend to be looking for test-takers to demonstrate. Humor is essential in learning any subject, and studying isn’t boring when you find ways to laugh about it, so she finds ways to make work funny whenever possible.
If she’s not tutoring, working at a school, or reading, you are likely to find Sharon practicing Vinyasa Yoga, pretending that milk chocolate is healthy, listening to cheesy ‘90’s Latin pop music, or obsessively planning her family’s next travel adventure.
Yale, 2017, major in American Studies, graduated with Distinction in major, GPA of 3.78, recipient of Mellon Fellowship, 2016, recipient of V. Browne Irish Prize, 2017; 800 on SAT Reading, 760 on SAT Math, 780 on SAT Writing; 800 on Math II SAT Subject Test, 750 on Biology SAT Subject Test; Score of 5 on AP exams in BC Calculus, US History, Biology, and Psychology; Valedictorian of Hunter College High School, winner of top awards in Math, English, Social Studies, Biology and Theater.
Growing up in Manhattan, Oliver attended Hunter College High School throughout middle and high school. There, he developed a love for the learning made possible in a rigorous academic culture, as well as an awareness of how the challenges of such a high-pressure environment can become stifling. This sparked the beginning of Oliver’s educational career, tutoring peers as a peer mentor, and leading workshops on bullying and bias. Oliver continued this work at Yale, teaching in a wide variety of contexts, including in workshops about bystander intervention and consent, as a peer tutor, at a youth prison, and most recently, in Zhengzhou, China as part of the US-China Elite University Colloquy.
At Yale, when he wasn’t acting in his role as an educator, Oliver spent his time studying, writing for the Yale Herald, acting, and performing stand-up and sketch comedy. His dual comedy and teaching experience has confirmed that, as a rule, the best work is collaborative, fun, and occurs when you meet someone where they are at, rather than where you want them to be. As such, Oliver works to build close relationships with students, encouraging a sense of their own capacity to reach their full potential. As someone who has studied and excelled in a broad range of academic fields, Oliver is a firm believer that any subject can be made interesting. When tutoring standardized tests, Oliver helps students unlock and understand the test inside and out, and find the best preparation strategies on an individual basis.
When he’s not tutoring, Oliver can be found performing stand-up comedy around the city, biking down the Hudson River, or missing his subway stop because he is too engrossed in his book.
University of California Berkeley, 2017, Physics major with Dance minor; Honors and Dean’s Honors; 3.8 GPA; Berkeley Undergraduate Physics Research Scholarship recipient; AP Score of 5 in Physics B, Calculus BC, Chemistry, Molecular Biology, Music Theory, French Language, US History, and English Language; AP Scholar with Distinction; SAT II scores of 800 in Math 2, Chemistry, Biology, French, Physics
Growing up in Berkeley, California, Rocky was always interested in the hard sciences and the performing arts. In high school, he performed in the school orchestra, danced and choreographed for the school’s dance productions, and acted in plays, while taking the most rigorous math and science courses available and teaching himself how to code. When he got to UC Berkeley, he decided to specialize in math, physics and dance, enjoying the abstract and all-encompassing nature of these disciplines.
Rocky began tutoring in high school through his honors math program, tutoring struggling middle and high school students in math. In college, he continued to tutor privately as well as working as a TA for his school’s beginning modern dance course. He has tutored courses from pre-algebra to SAT/ACT prep and college-level quantum mechanics, and truly enjoys helping make coursework and standardized tests easier for his students. Rocky is convinced that any student can succeed on any test or in any course given the right approach and study strategy, and that contrary to popular belief, there is no such thing as being “not a math person.”
Rocky is currently matriculated in a certificate program at the Peridance Capezio Center studying contemporary dance. When not tutoring or dancing, Rocky can be found doing yoga on his roof, or cooking while listening to a good podcast. His current favorites include This American Life, Radiolab, 99% Invisible, and Freakonomics, though he’s always open to new suggestions!
Washington University in St. Louis, 2014, majors in Spanish and International Studies, graduated with College Honors; Annika Rodriguez Merit Scholar; National Merit Finalist, 2010; near-perfect SAT score of 2390; perfect score of 800 on the Math II and English Literature, 780 on Biology-E SAT Subject Tests, score of 5 on the Calculus BC, U.S. History, and English Literature AP exams.
Megan is a graduate of Castilleja, an elite all-girls school in Silicon Valley, where she sought out elective challenges like the American Mathematics Competition. She mentored in a Stanford after-school program for girls and was a Teaching Assistant for the ALearn summer math enrichment program, specializing in tutoring bilingual students.
At Washington University, Megan integrated her Spanish studies with coursework in public health, economics, environmental studies, and anthropology. Her love of adventure led her to Santiago, Chile, during her junior year of college, where she lived with a homestay family for six months while studying at the Universidad Católica. Upon returning to WashU, she worked as a Spanish Teaching Assistant, helping new speakers build their fluency and confidence through highly interactive lessons.
Megan gained hands-on experience in St. Louis local policy issues; through a service-learning course, she tutored women in the County Jail and worked with the Environmental Law Clinic to map the impact of new development on wetlands. On campus, she typically could be found in the Edison Theatre, either backstage managing a show or onstage performing ballet, salsa, and contemporary dance.
After graduation, Megan was a Fellow in the Coro Program in Public Affairs, a graduate-level experiential learning program in civic leadership. The intensely collaborative projects cultivated her understanding of people's varied modes of information processing and her ability to engage individuals in a manner suited to their learning preferences. Her tutoring is strongly guided by the Socratic, inquiry-based approach to learning developed in Coro, and she believes that asking students the right question is far more powerful than giving them the right answer.
After graduation, Megan developed some of her key teaching tools while working at LaunchCode a St. Louis-based nonprofit that trains adult jobseekers for computer programming careers. This experience demonstrated the effectiveness of practices like linking concepts to their real-life applications, having learners reteach new concepts to others, and "debugging" flawed responses to reveal mistakes. She also wrote grant proposals that netted over half a million dollars for LaunchCode, including the Grand Prize-winning submission to the MIT Inclusive Innovation Challenge.
Wesleyan University, 2017, major in Dance, 3.7 GPA; National Merit Scholar; score of 5 on all AP exams: Physics C: Kinematics, Physics C: Electrics & Magnetics, Calculus AB, Chemistry, and French Language & Culture; score of 770 on SAT II in Mathematics level II; score of 800 on SAT II in Chemistry; Gold Medal and Summa Cum Laude for the National Latin Exam.
Nick has been a scholar and an artist since his earliest memories. Growing up in Westport, Connecticut, he attended Staples High School. As a student there, he could never decide if he wanted to study science or language or art, and instead decided to study all of them. While engaged in rigorous schooling, he simultaneously honed his craft as a dancer, receiving scholarships to study with American Ballet Theater, Complexions, and Pilobolus, while directing and performing in the award-winning dance team at the D’Valda and Sirico Dance Centre. His first experiences with teaching arose as became his French class’s resident homework helper and subjunctive-demystifier, followed by more formal positions as a test writer and test editor for physics and chemistry SAT II preparatory materials.
At Wesleyan, Nick pursued his wide array of interests, taking full advantage of the liberal arts education. While pursuing his lifelong passion in dance, he studied mathematics, history, music, literature, and more, graduating with far too many credits and a happy heart. Fascinated by the stars and his astrophysics coursework, Nick became a research telescope assistant at the Van Vleck Observatory, collecting data for exoplanet detection. All the while, he performed in, choreographed for, and ultimately became the director of Wesleyan’s oldest student-run dance group, Precision Dance Ensemble. While an instructor in the Ensemble and a TA in Ballet, he learned to approach the familiar practice of teaching from a new perspective.
While he tutored privately through college, upon graduation Nick began a formalized teaching practice, tutoring test prep and subject courses in students’ homes, and serving as a teacher’s assistant in New York’s Peridance Capezio Center. His approach as a tutor incorporates deep understanding of students’ learning styles, interests, and strengths. Through his experience in teaching both academics and the arts, he has seen the successes of tailoring the individual learning experience towards kinesthetic, visual, verbal, and auditory styles of learning. He is a firm believer in the power of song, and as any of his Latin students will gladly tell you, he has a repertory of groan-worthy jokes that never fail to make even the blandest of information stick.
When he’s not in the studio or in the study, Nick can be found playing music, reading French literature, watching cartoons, and being a surprisingly mediocre chess player.
University of Michigan, 2017, major in Musical Theatre, minor in Latin. 3.97 GPA, graduated with 8-semester University Honors; James B. Angell Scholar. Valedictorian at Derryfield High School. Score of 5 on AP Latin Exam.
Daniel grew up in Bedford, New Hampshire, where he spent most of his time pursuing two passions: musical theatre and academics. He performed throughout his childhood, working with professional theatre companies and taking a variety of dance and vocal classes, and he simultaneously strove to fuel his love of learning by applying himself academically to a wide breadth of subjects throughout his middle and high school years. Latin became a second passion of Daniel’s in high school, when he first began studying the language in a Latin 1 course. After being bitten by the Latin bug, he followed an accelerated course of study, covering the fundamentals in a summer course so that he could advance quickly and tackle more challenging material. By junior year, Daniel was studying AP Latin, and went on to achieve a 5 on the AP Exam.
Following his years in New Hampshire, Daniel was accepted to and subsequently attended the University of Michigan’s Musical Theatre program. He specifically chose to study at Michigan because the course of study for Musical Theatre, while artistically intensive and far-reaching, also gave students the flexibility to continue studying other topics outside of theatre. Daniel seized upon that flexibility to continue his study of Latin, working in college to translate a variety of different works, from poetry and histories to Roman comedies. In one course, he translated an ancient Roman play and subsequently performed the play in the original Latin! During his time at Michigan, Daniel attained University Honors every semester, and earned the William Branstrom Freshman Prize and the James B. Angell Scholar achievement, awards both given for high academic accomplishment.
Since graduating from Michigan in 2017, Daniel has performed in several professional productions at regional theaters in Massachusetts and South Carolina, and has been teaching Latin to a number of middle- and high-school students at all levels. Daniel’s teaching philosophy is to first and foremost create a comfortable and personalized environment for each student where she or he feels comfortable making errors and asking questions, and where feedback about the learning and teaching process is always welcome. He strongly believes that a solid grammatical foundation is essential for learning Latin and gaining mastery of the language, and therefore teaches in a grammatically-based manner. Daniel also finds that understanding each author and work being translated is of great importance, as each author writes slightly differently and therefore requires a different translation approach. In general, he loves teaching because it is unendingly inspiring to watch students grow, and because it provides him constant opportunity to continue learning.
While not translating wonderfully dusty old transcripts, you might find Daniel humming, singing, or generally making music. He also loves to cook (Indian and Thai food being his favorite cuisines), and is always looking for new podcasts and books - he welcomes recommendations!
Harvard University, 2016, major in Sociology with an advanced citation in Spanish Language, 3.7 GPA; National Merit Scholarship Winner; National Achievement Scholarship Winner, AP Scholar with Distinction; Score of 34 on the ACT (99th percentile); Score of 780 on SAT Math; Score of 770 on SAT Writing.
Kyra is originally from the Metro Detroit area of Michigan where she lived before moving out east for school. While at Harvard, Kyra developed a strong interest in understanding the ways in which people interact and the reasons behind these interactions, eventually deciding to study Sociology. In addition to her courses in Sociology at school, Kyra’s coursework spanned across the social sciences and included Psychology, Philosophy, History, Economics, and Statistics. Kyra has also long been interested in education-- an especially memorable course for her over her four years centered on Education in the United States.
While in college, she also continued to take Spanish courses and spent time studying abroad in Leon, Spain. In Spain, she studied Spanish Language and History and had the opportunity to live with a Spanish ‘host mom’ in a homestay. Outside of classes, she was heavily involved in the theatre and a cappella scenes, starring in several plays and musicals, and serving as the Music Director of her a cappella group.
Kyra’s experience in teaching and tutoring spans various settings. In high school, she worked both as a one-on-one math tutor and as the manager of a music computer lab for students. In this lab, she was available to answer questions and assigned students programs used to further their music development. In college, she served as a committee chair for Harvard Model Congress, a group that creates government simulation conferences for high school students. In this role, she led students through discussions on several current event topics and issues. Further, as music director of her a cappella group she was often responsible for coaching the group in learning parts and improving technique. After graduating, Kyra worked as an Analyst with Legendary Entertainment. In addition to working on strategy, she gained experience in training over 30 new hires and interns over her time in that role.
Kyra enjoys bringing these past experiences together as a tutor for the ACT, SAT, ISEE, SSAT, and Spanish. She understands that prepping for exams can be stressful, and aims to help students develop strategies that work best for them in order to feel confident when sitting for the tests. Kyra genuinely loves helping students improve and reaching an “a-ha!” moment on a topic that was once challenging for them. In tutoring sessions, she works to create an environment where the student is comfortable making mistakes and asking questions, as she believes that this is the best way to grow.
Outside of tutoring, you can find Kyra trying new recipes, listening to almost every genre of music, or watching (and then discussing) the latest and greatest movies and TV shows.
Yale University, 2017, major in Theatre Studies, graduated with Distinction in the Major, recipient of the Marina Keegan Award for Excellence in Playwriting 2017; recipient of the Robert C. Bates Summer Travelling Fellowship for playwriting 2016; attended American University Centre of Provence & Sciences Politiques Aix-en-Provence, Fall 2016; Deerfield Academy, 2013; recipient of the Murray Barclay Scholarship in English 2013; Recipient of the Bartlett W. Boyden English Prize 2013; Recipient of the Lynn Gordon Bailey Award in Theatre 2013. Score of 5 on AP exams in Calculus BC, English Language, English Literature, Chinese Language; Scores of 4 on AP Exams in Biology and U.S. History; 800 on SAT Writing; 770 on SAT Math; 720 on SAT Reading; 800 on SAT II Math Level; 780 on SAT II English; 750 on SAT II Biology.
A native of Hong Kong, Stefani grew up in Taiwan speaking fluent English, Mandarin, and Cantonese at the Diocesan Girls’ School. At age fourteen, she came to America to attend Deerfield Academy, where she developed her own voice and passion for learning and literature. At Yale, she further indulged her particular passion for English literature and also studied multivariable mathematics As a Theatre Studies major, she studied both acting and writing, and was the first writer selected by the Yale Dramat to put on an all-Asian production. It was also the highest grossing Dramat production to date.
Stefani began tutoring during her second year at Deerfield at Capstone Prep, a tutoring and college prep company in Hong Kong. She worked one-on-one with students on their college application essays, as well as standardized testing techniques and skills. Stefani continued this work at Yale, where she did online tutoring with Baker & Bloom, another Hong Kong-based test and college prep company.
These early experiences sparked the beginning of her teaching career, and she has been tutoring English in America, Hong Kong, Taiwan, and France for the past nine years. Stefani is also certified to teach English as a second language. In addition to the previously noted languages, she is fluent in French. Her students have ranged in age from 4 through 21.
Her work as a writer and artist has informed her work as an educator. Having tutored many students for the ACT, SAT, and other standardized tests, Stefani firmly believes they learn best one-on-one, not only because lessons can be personalized, but it also build a close teacher-student relationship. As someone who has taken many standardized tests, beginning with the SSAT in middle school, Stefani understands when it comes to test-taking, pressure and stress are some of the most difficult aspects students have to manage, and trust is an essential part of learning how to excel in an actual test environment.
As a playwright, Her play, Delicacy of a Puffin Heart was recently produced as part of the 2018 Corkscrew Theatre Festival, New York City. She has studied under writers such as Marsha Norman, Sarah Ruhl, and Elizabeth Alexander, and many others. As a performer, she was most recently seen at the Williamstown Theatre Festival 2017 as an acting apprentice in Period Sisters, a new play by Ali Viterbi, at the HERE Arts Centre in Massachsetts.
In her non-teaching time, Stefani can be found at a theatre, rehearsing a new play, working on her own writing, or hiding in the mountains. One of her greatest accomplishments in life has been hiking 800 kilometers across Spain on El Camino de Santiago and around Mont Blanc on the Tour du Mont Blanc in France, Switzerland, and Italy.
Harvard College, 2015, special concentration in Theater Arts & Performance, graduated Magna Cum Laude; 3.8 GPA; Henry Russell Shaw Fellowship for Postgraduate Travel; AP Score of 5 in English, European History, Biology, Chemistry, and Spanish; High School Valedictorian
Growing up in the Boston suburbs with a lifelong schoolteacher for a mother, Mark has always been passionate about and invested in education. In high school, he advanced beyond his grade level in a number of courses and was ultimately recognized as his class Valedictorian. Outside of academics, his passion for performance led him to serve as the President of his school’s Drama Club. He also served as his Class President and founded his school’s Spanish Club. At Harvard, Mark created his own major and program of study which combined the fields of drama, contemporary art, and performance studies. In addition to his creative coursework, he enjoyed taking classes in the sciences, including psychology and environmental science, as well as English courses like 18th century French literature and the works of Shakespeare and Samuel Beckett.
Mark began tutoring after he moved to New York and loves working with students on a number of subjects, from ACT/SAT prep to Biology, Spanish, and more! He believes the most important thing a student needs to succeed is confidence and motivation. Working hard, working smart, and believing in yourself are the keys to unlocking any problem and passing any test – even the ones that continue well into adulthood! He enjoys working with students to decode challenging Math problems, revealing the operations at play behind a story being told in a word problem or a situation being described by a graph or table. His favorite thing about being a tutor is getting to know each individual student and watching them master a topic or problem that once frustrated or discouraged them.
Outside of tutoring, Mark works as an actor, singer, and performance artist in New York City and beyond. He loves talking about reality television almost as much as he loves talking about uses for a semi-colon and polynomial long division. He also listens to a lot of Fleetwood Mac.