Meet Our Teachers

Meet Our Exceptional Teacher Tutors!

Meet our exceptional teachers! In addition to having master’s degrees, and classroom teaching experience, our teacher-tutors possess a unique collection of qualities, skills, and teaching abilities, such as communication with both parent and student, listening, collaboration, adaptability, empathy, and patience.

In addition to these basic qualifications, our teachers focus on conducting engaging sessions, while teaching best practices, coupled with creating and building relationships with each of their students, that inspire and motivate each to a lifelong love of learning.

Don’t take our word for it! Read what parents are saying about our teachers!

Elyssa H.

Educational Background: Tufts University, Bachelor of Arts in Biological Anthropology. Masters of Education in Instructional Practice from Lipscomb University.

Why I Teach: Growing up, I was lucky enough to be placed in the care of incredible teachers who stretched my thinking and encouraged my love for learning. They did this, not by telling me what to think or be, but by showing me how much they thought I could accomplish. It is the curiosity and confidence instilled in me by them that I hope to pass on to each of my students. I have seen how easy it was for teachers and students alike to get swept up in storms of grades and testing, often forgetting that the most important aspects of education are not those that can be measured quantitatively. I teach to make sure my students receive both the academic and social-emotional education they need to become happy, unique, successful individuals.

What I Like About the S4 Curriculum: S4 is the first program I’ve found that truly focuses not on what students are learning but on how they are learning it. This curriculum enables students to more efficiently use their time and more effectively achieve their goals. It focuses on creating long-term habits that students can continue to use in high school, college, and beyond. By focusing on skills such as time management, planning, organization, summarizing, and questioning, S4 helps students take ownership of their education and more confidently approach challenges they meet throughout their lives. As students begin to implement this program, I see a clear shift from anxiety to motivation and engagement, showing me just how effective S4 can be.

Elyssa has been wonderful! We are very grateful to have found her and very much appreciate her help. We would definitely like to renew for another series. — Rachel Cohen, Westport, CT

Emelda B.

Educational Background: Bachelor of Arts in English Adolescence Education (7-12) at SUNY Cortland. English literature MA program at Stony Brook University (Summer 2021- Present)

Why I Teach: As the daughter of immigrant parents, my education has always been a gift I embrace. My mother came to the States to build a better future for her children and to later gift me the possibilities of success and growth. Education gave me the courage to go away to college, the bravery to travel to Germany, and the life lessons to be a mindful educator.

This past year I realized that I teach because of where my teaching brings my students. Seeing my students become better communicators, readers, writers, and creative individuals has been so refreshing. One important thing I have learned as an educator is that I don’t need to be the teacher I needed growing up, instead, I need to be the teacher my students need. Times are changing, education is transforming, and I want to be able to teach my students how to be well-educated and well-rounded individuals who are open-minded to change.

With a Master of Arts in English degree, I am continuing to read great literature, learn about the world, and grow into a better educator. And so here I am today, proud of what education has given me and excited to see what it will continue to give me.

What I Like About S4: As I am currently still a grad student myself, I realize that study skills are far more than just passing classes, courses, or assessments. Study skills allow students to be better readers, note-catchers, and problem-solvers. Study skills invite conversation for time management and organizational skills, which are life skills that students can bring to any field in any profession. I started implementing mini-study lessons for my high school students because as they transition to a new stage of their life, they must learn how to juggle their education, personal life, and hobbies or sports. Implementing healthy habits now makes life less stressful and gives students a sense of accomplishment. These skills eventually help students manage their lives better so when they do go out into the real world, they walk away with goal-oriented minds.

My son was struggling with organization and focus during his first year of high school. S4 provided someone who is currently a teacher to both serve as a tutor, study/school skills coach and mentor. My son has a great relationship with her and it’s taken some stress out of our relationship with our son so we don’t have to constantly remind him to do homework/study. Study skills have been especially helpful. — Debby CT, Weston, Connecticut

Jacklyn S.

Educational Background: Bachelor of Science in Business Administration – Double major in marketing and management from Manhattan College. Masters of Adolescent English Education (7th-12th) from Molloy College.

Why I Teach: For me, education has always been about empowerment. When I was a student, going to school and doing well in my classes invigorated me and pushed me to be a better person. Teaching allows me the opportunity to pass on this mindset to younger generations. Teaching also allows me the chance to connect with students who are still finding their way when it comes to figuring out what pathway they’d like to pursue in life. There are so many teachers I had while growing up who very literally changed my life and my trajectory. Their feedback and encouragement to be the best version of myself inspired me to never settle for anything less than a career that excites and fulfills me.

I am also passionate about literacy as a life skill. Teaching English specifically allows me the space to teach my students through literature, storytelling, and writing. This, for me, is a huge opportunity to instill social-emotional strategies into my daily interactions with students, whether that be in the classroom or through virtual tutoring. I believe that the right book at the right time can change a life for the better, which is another important aspect of why I teach.

What I Like About S4: Education is so much more than memorizing facts and writing essays. Especially with the way education has shifted over the past few years, education has become a space where students can and should learn how to manage the demands of life in a world where there are very literally ten million distractions all the time. S4 encourages and teaches students to become the self-sufficient and independent individuals that they are capable of becoming. S4 teaches skills that students can take with them for a lifetime – after their secondary schooling and into college, career, and far beyond. I believe in the strategies that S4 teaches, and I have seen the success and new heights that these strategies empower students to reach in their classes. Being organized, dedicated, and diligent is more important than ever in this technological world that we live in. I believe in S4 because it allows me the opportunity to help students feel less stressed in a world where there are constant demands that can take a person away from realizing their full potential.

My child, who is in middle school, would be emotional and stressed before certain exams or completing writing assignments. Her grades were all As but what she went through to achieve this was too much and not sustainable. I wanted for her to learn study skills and organizational skills that would help her with her schoolwork and through life. And that is exactly what she learned during her time with Jaclyn at S4 Study Skills. She no longer stresses before assignments and is more prepared. This enables her to be more balanced in her emotions when it comes to schoolwork. It was a great experience. — Debbie S., Westport, Connecticut

Jennifer G.

Educational Background: Bachelor of Arts in English from the University of Connecticut. Masters of Arts in Secondary English Education from New York University.

Why I Teach: Teaching has been my passion for as long as I can remember. I first decided I was going to be a teacher when I was in kindergarten. From that moment on, I worked towards my goal, starting by playing “school” with my siblings in front of a chalkboard that I had gotten for Christmas. I worked at my school’s writing centers and tutored my peers in high school and college. Eventually, I got my own classroom and started teaching English Language Arts to middle schoolers.

I love teaching for so many reasons but primarily for the connections, it helps build. I remember, very vividly, the ups and downs of being a student. So often, I felt uncertainty and a lack of confidence. My goal is to make my students feel heard, respected, and confident, and to turn them into active participants in their education. I have witnessed the difference it makes when teachers work as their students’ cheerleaders, when they believe in their students and push them to be their best.

What I Like About S4: After teaching during the pandemic, it has become increasingly clear to me that out-of-school study skills are an essential part of a student’s educational journey. During remote learning, students were forced to live in a world with drastically increased independence, but with little or no support on how to navigate it. The content knowledge they were receiving was incomplete without the ability to learn it well. Teaching students how to learn is just as crucial as teaching content. Additionally, the skills taught through S4’s curriculum take students well beyond the classroom. Creating good habits around time management and organization sets each student up for success in college and further career.

Jessica D. Ed.D.

Educational Background: Bachelor of Arts in English, minor in Secondary Education from Fairfield University. Reading Specialist certification and Masters in Education specializing in Reading from Sacred Heart University. Masters in Educational Leadership from Sacred Heart University. Doctorate in Educational Leadership from the University of Bridgeport.

Why I Teach:  My interest in teaching started as a child with my love of reading. I immersed myself from a young age in reading because it served as a mirror for myself and a window into others. I loved reading about anything I could get my hands on, especially historical fiction. I have taught for the past 18 years in all different grade levels for high school English. I have taught in both urban and suburban school districts and center my teaching on student needs. My philosophy of teaching is that all students can and should learn and that it is my responsibility to motivate every student to become a lifelong learner!

What I Like About the S4 Curriculum: I discovered S4 when working in a nearby district. I love the emphasis on student-centered learning and helping students to practice the skills necessary to become lifelong learners.

Jessica L.

Educational Background: Graduated summa cum laude from Georgetown University with a Bachelor of Arts degree in English and Sociology. Earned Masters of Arts in English Education from Columbia University, Teachers College.

Why I Teach: Teaching is an ongoing process of construction and transformation where the infinite power of knowledge allows for perpetual future growth. As a life-long learner, I sincerely enjoy the journey of working with today’s youth and tomorrow’s leaders. This personal passion of mine truly emerged when I majored in English at Georgetown University. While working towards my Bachelor of Arts degree, I was afforded a wonderful opportunity to teach in several underprivileged Washington, D.C. classrooms with quite moving leaders and keen students. With an innate yearning to help further their learning and mission, I instantly knew education was my personal calling. Following my undergraduate experience, I started teaching around the clock in New York City as I completed my Masters degree at Columbia University, Teachers College. Since then, I have taught reading, writing, literature, executive functioning, and much more to a wide range of students in a multitude of different contexts over the last fifteen years.

Above all – I teach to inspire; I teach to instill the vast value of development into my students’ lives and make their educational experiences both moving and meaningful. And as a passionate and dedicated teacher, I continually explore the dual power of practice and pedagogy to grow as an enlightened educator as time evolves.

What I Like About the S4 Curriculum: A successful final product is the result of a steady, efficient, and productive process. The S4 curriculum effectively prepares students for achievement because it focuses on the entire system rather than just the end goal. When studying for an exam or preparing for a project, S4 students utilize key organizational strategies and structures to map out their plan down to the most integral details. The S4 system values time management and helps students navigate their workload around extra-curricular activities, sports, jobs, and more. Further, S4 offers students multiple tactics and techniques to aid in personal note taking, summarization, and even memorization. S4 recognizes each student as a unique learner and supports individualized learning through appropriate differentiation and one-on-one tutoring. Students are continually given the tools to succeed and offered an incredible support system to sustain personal growth and development.

“Jessica was absolutely fabulous. She worked so well with our son. Thank you so much for matching us up with such an amazing teacher. We could not be happier.” — Deborah Sallaberry, Ridgefield, CT

Kameron I.
Director of Curriculum

Educational Background: Bachelor of Arts in English and Philosophy from Boston College. Master’s Degree in Secondary English Education from Fairfield University.

Why I Teach: My interest in teaching started as a child because my father is a music professor. During my undergraduate years at Boston College, I developed a love for writing essays and discussing literature. Several professors suggested that I consider teaching, so after I graduated, I decided to substitute teach in Ridgefield, CT, to figure out whether teaching was for me. I loved it. I applied to be an Americorps teaching fellow in New Haven, CT, teaching English at Saint Martin de Porres Academy (SMPA). After volunteering for two years, I continued teaching at SMPA for three years while I earned my master’s degree at Fairfield University. My experiences at SMPA and Fairfield confirmed my passion for education and motivated me to become a lifelong teaching professional.

What I Like About the S4 Curriculum: I discovered S4 when the president of Saint Martin de Porres Academy (SMPA) brought the organization to my attention. I like the S4 curriculum’s emphasis on developing better habits. Studying is not an isolated action that happens before a test, but a system of good habits that students should practice routinely. S4 supports students in a systematic, user-friendly way, teaching students how to take notes while reading and during class, how to use a planner and pace long-term assignments, and how to engage in the learning process by asking questions, using visuals, and summarizing. If students practice these habits consistently, studying becomes a steady process of learning every day rather than an urgent task of memorizing the night before an exam. I love that students leave the S4 workshops feeling more confident and less stressed about school.

“Kam has had a very positive impact on our son’s approach to his school work as well as his writing. One of the strongest benefits has been how Kam has taught our son how to apply himself to multiple projects, and how to break tasks down. He really respects Kam and doesn’t like to disappoint him, which results in his working hard independently in between their tutoring sessions. Further, Kam has impacted our son as a life mentor, more than I think Kam realizes. Their general chit chats have encouraged our son to think more broadly about topics, and be more thoughtful about his own opinions and critical thought. Our son is not well read, but Kam is, so their current events/cultural discussions have really been educational beyond the academic work. Kam’s involvement has also allowed my wife and I to maintain a positive and cheerful dynamic with our son, since we no longer check to see if homework has been completed. Kam is a pleasure to see every week, is very polite, flexible and responds to our texts promptly.” — David B., Darien, CT

Lauren L.

Educational Background: Bachelor of Arts in English and minor in Spanish from Fairfield University, Masters in Secondary English Education from Fairfield University, Sixth Year Certificate in TESOL at Fairfield University. Lauren is certified to teach grades 7-12 and has experience teaching the ACT/SAT.

Why I Teach: I love how wonderfully unique each classroom environment is. I’ve had the privilege of working in different school districts with students of all grade levels and English Language proficiencies. I truly enjoy getting to know my students. I believe the student/teacher relationship should be based on trust and respect because it is difficult to learn something new. I try to make my students feel valued and I enjoy facilitating experiences to give my students a voice to express themselves. I am grateful for their belief in themselves and me. I enjoy learning from them just as much as teaching them. It’s a team effort!

What I like about the S4 Curriculum: I believe the S4 curriculum’s emphasis on breaking down planning and study skills into manageable chunks is essential for success in school and life beyond. At first, studying for a test and getting organized may seem overwhelming, but with practice, you can use these skills to manage your workload in any subject area. I also think being able to apply these skills on a regular basis will enable you to become a more independent and responsible student. It’s a great feeling to be accountable for your work, and have the results as well!

”My rising 4th grader was a terrible reader, and hated it. Your tutoring has built up his reading stamina and comprehension. He is now excited to read and looks forward to his tutoring session, and he is even reading to his younger sisters!” — Susan Spencer, Miami, Florida

Maddy S.

Educational Background: Bachelor of Arts in Political Science and International Studies from Davidson College. Master of Science in Secondary Education from Johns Hopkins University.

Why I Teach: I joined Teach for America out of college and was inspired by my students’ determination to learn and grow. I admired their work ethic and commitment and worked each day for the benefit of my students. In the 2019-2020 school year, I received a Fulbright Fellowship to Madrid, Spain, where I learned to apply my teaching knowledge in a different cultural context. My goal is to help students build their curiosity, resourcefulness, and initiative so they can be agents and advocates of their own learning. I have worked with students with a wide range of intellectual and emotional needs and work to sharpen their academic skills and therefore their confidence as well.

What I Like About the S4 Curriculum: I like the S4 curriculum because it emphasizes the skills necessary to be a lifelong learner. The S4 curriculum provides students the tools and resources to become active participants in their own learning through opportunities to explicitly learn and practice the skills needed to be successful in the immediate and long-term future.

Will C.

Educational Background: Bachelor’s degree in Political Science and Economics (minor) from Tufts University

Why I Teach: The root of why I enjoy teaching I think comes from my parents. They met as teachers at a private school in NYC. In high school, I began by teaching tennis over the summers and worked my up to Camp Director. I also taught guitar lessons as well. After graduating college, I found a profound passion for writing, and several years later, I lucked out and sold a TV show to FOX. Still, my passion for teaching persisted. Even while making a living as a writer, I work part-time as a teacher at Yonkers Partners in Education (YPIE), a non-profit for underprivileged kids in the Yonkers school district. Here, I teach both Earth Science and Biology, as well as writing. I’ve been working there for 3 years now. I think in any profession, you often chase a certain “high.” In finance, it might be that big bonus. In comedy, it might be a laugh. In teaching, it’s that moment where something clicks for a student – that AHA moment. I can’t get enough of that.

What I like about the S4 Curriculum: The content of what you teach is certainly important. However, what I believe is just as important (if not more so) is HOW kids learn. To me, this is the most under-appreciated aspect of education. If the content is there, but the techniques to absorb that content are lacking, then the whole thing is a wash. I have a unique understanding of this, having had some learning issues when I was very young. My parents, however (both having been teachers) recognized this early, and I was lucky enough to get the extra help I needed. A lot of that help involved learning how to learn, as opposed to just what to learn. Later, with this new knowledge, I was able to thrive in high school and eventually go to a great school. This is exactly what the S4 Curriculum strives for, and the techniques and methods used are some of the exact strategies that helped me. I feel very fortunate and am excited to pass this on to the next generation.

“At first, Ben was very resistant to tutoring, but as he got to know Will, he came to look forward to his online sessions, and actually asked for more. Will kept my son accountable and on-track, teaching and helping him to be responsible for his work. What was especially gratifying was to see my son gradually become more of an independent student.” — Sonia Brown, Summit, New Jersey

Catherine C. (Mathematics and Life Sciences)

Educational Background: I hold a bachelor’s in secondary education with a concentration in life sciences, as well as my teaching certification in this same subject area. I focused in mathematics through my time at the University of Maine.

Why I Teach: I love teaching because I like to encourage my students to think for themselves and to always ask why. As a science teacher, I think it is important that students not only learn the concepts but understand how things work and why they work this way. Science is more than just theories and definitions. It is all about the way the world is connected and how forces work against each other. I love it when students ask challenging questions because it allows me to think outside the box and think about things in different ways!

I share a love for mathematics as well. The way I think about math and science is that there is a bridge that connects both. Mathematics is like the “coding” for science because it helps to explain specific scientific concepts. I like to relate these when I am teaching a course because both subject matters are important to each other. When students have strong math skills, it helps them to succeed in those more challenging science classes in the future. I think this helps to set them up for success.

Crystal C. (Mathematics)

Educational Background: Bachelor’s Degree in Mathematics Education from Hofstra University, Hempstead, NY

Why I Teach Mathematics: Math has been a passion of mine since I was in elementary school. It has always been a subject that excites me. I love seeing students light up when they learn a new concept and feel so accomplished. I believe everyone has the ability to learn math but needs to find a way that fits their learning style. I love helping students figure out their learning styles and working with them to find strategies that make the most sense for them. My favorite part of teaching math is when they say, ” Wow, math is actually pretty easy!” I love that they finally see that math does not have to be scary and that everyone has the ability to learn it with practice. I also love to show them how math applies to the real world and how math is important in all areas of life.

Why I Teach: I love teaching because I love seeing students grow from learning new material. I love building those connections with students where they feel comfortable asking questions to gain understanding. I remember my favorite classes were always the ones where the teacher was interesting, funny and kept us engaged. I loved how they made me feel in their class even if I was not fond of that particular subject. I always said I wanted to be one of those teachers that inspired me to try my best!

Eric K. (Science, Mathematics)

Educational Background:
B.S. Meteorology Western Connecticut State University, M.S. Secondary Education Science 7-12 University of Bridgeport, M.Ed. Educational Leadership American College of Education

Why I Teach Science:
I have been a science teacher for over seven years. Earning my Bachelor’s degree in Meteorology, I have a strong science background. I was an Academic Resource Mentor in college, where I sharpened my skills by helping others with their homework, study skills, and time management. After graduating college, I wanted to follow in my father’s footsteps by becoming a teacher. To this day, I share my love for science with my students and recognize that the content may be difficult to understand. I utilize many techniques within my classroom to ensure that my students can comprehend the material. With completing my Master’s in Science Education in 2016 and my Master’s in Educational Leadership in 2023, I am well-equipped with up-to-date and current skills that will help a student in need. I am eager to make as many children literate in the field of science as I can.

Henry H. (Mathematics)

Educational Background: B.S. Chemical Engineering from Texas A&M University at College Station, M.S. Computer Engineering from the University of Texas at Dallas, Texas Math 8-12 teacher certification

Why I Teach Mathematics: I believe that math is the language of nature with its own vocabulary and universal set of rules. I want to help the learner establish a connection with this language, initially serving as a translator with the ultimate goal of helping the student establish fluency with mathematics. I also believe that being a good mathematician also means being a good communicator. I want students to be able to write and argue clearly in a way that another reader can follow when it comes to mathematics. I know that the world that students are growing into will be a competitive place, and a strong knowledge of mathematics may supply them with an advantage as they mature into adulthood. I feel a sense of responsibility and drive to contribute my part to help prepare our students for this future.

Of Note: Henry teaches AP Statistics, AP Calculus A/B, and AP Calculus B/C, and is a College Board AP Statistics Reader

Our tutor, Henry has been terrific. He has been awesome in helping our 11th grader in pre-calc and SAT math prep. Highly recommend!” — Elizabeth Shelton, Westport, CT

Juan M. (Physics, Biology, Chemistry, Astronomy)

Educational Background: B.S. in Neuroscience from the University of Rochester in New York, Texas Composite Science (8th-12th) Teacher Certification

Why I Teach: My first job was working as a tutor for a non-profit organization in New York City when I was in high school. I did very well in my Biology Regents examination and was tasked with helping other high school students pass their end-of-course state exam. I decided to major in Neuroscience when I went to college, and during the summer vacations, I would work as a tutor for another non-profit community organization in my neighborhood teaching students basic skills in reading and math. When I graduated from the University of Rochester, I worked for the Mount Sinai Hospital Rehabilitation Medicine Department desiring to gain some experience as a research assistant in the medical field so that I could pursue a medical degree. After working in a hospital for about a year, and comparing that experience to the fulfillment I derived from teaching students, I decided that I would give full-time public school teaching a try. I got accepted into the New York City Teaching Fellows Program in 2003, and have been working as a full-time public school science teacher ever since. The job is intense and challenging, but extraordinarily rewarding, and I wake up every morning looking forward to serving as a guide for students in the domains of rational critical thinking skills and the application of the golden rule as an ethical imperative.

Why I Teach Science: Science is, at its core, a practical method for arriving at answers to questions that can only be answered through empirical experimentation. The methodology of science is the pure pursuit of rational truths about laws that provide order to our universe. Helping students build a solid foundation of rational truth-seeking is my passion. Since we live in the information age, I believe that the task of empowering students with the skill set to be able to apply the scientific method to questions that can be answered empirically will give them the ability to employ a broad-based logical approach to other areas of their life, leading them to make decisions that are backed by rationality and sound insight, improving the likelihood that they will reap the benefits of a well-developed reasoning capacity in all domains of their life.

Of Note:  Juan teaches the following: AP Physics 1, Biology, Chemistry, Integrated Physics, Honors Physics,  Chemistry, Environmental Science, and Astronomy

Justin S. (Mathematics)

Educational Background: Bachelors of Science in Mathematics with a Minor in Computer Science from the University of Bridgeport

Why I Teach Mathematics: Mathematics is not about solving equations. Nor is it about memorizing a series of steps to solve problems. Anyone who graduates high school after 12 years of math and walks away thinking that to be the case has been failed by their math teachers because mathematics is much more than that it is the single most powerful tool ever developed by humanity and it is the pinnacle of human achievement. I think mathematics is beautiful; it is about logic and problem-solving skills. I make it my goal to show students this side of mathematics -a highly elegant and rigorous system of logic in which problems can be proposed and solved. I believe if more students were taught math from this perspective rather than being told to memorize a series of steps there would be far fewer people who are math-phobic and in fact much more people with a deep appreciation for the subject. I love teaching math and I find few greater pleasures in life than helping people learn and understand the subject.

What I Like About the S4 Curriculum: The S4 Curriculum provides students with an essential service for their success in school. Private tutoring can do so much more than a classroom. A classroom needs to simultaneously cater to everyone in the room but individuals can then miss pieces of instruction – and in cumulative subjects like mathematics missing one topic could lead to being lost for the entire rest of the course it is vitally important that students have ways to identify and close these gaps as they appear. Beyond closing gaps creating private individualized sessions without distractions of a classroom will often lead to a student having a much richer and deeper understanding of the material than would otherwise be possible in the classroom.

Of Note: Following his passion, Justin is currently working on his PhD in mathematics.

“My daughter Jennifer worked with Justin on AP Stat tutoring with Successful Study Skills 4 Students! She was able to improve her grades and increase her understanding of Statistics. Justin was a superb tutor who was professional and knowledgeable!” – Brad Paul, Chappaqua, NY

Marc M. (SAT/ACTs, Mathematics)

Educational Background: BS Finance Penn State University Park, minors in International Business and Italian. Member of Gamma Kappa Alpha, The Italian National Honor Society.

Why I Teach: I started helping my younger siblings and their friends with the SAT and continued to work for Penn State’s University Learning Centers. Since I’ve been tutoring all levels of math up to and including calculus and standardized tests full-time for over ten years. In particular, I have established myself as a passionate SAT/ACT tutor, known for my comprehensive understanding of exam content and effective test-taking strategies. My approach is tailored to each student’s unique learning style and areas of improvement, ensuring personalized sessions that build both skill and confidence. Through patience, encouragement, and a structured curriculum, I have successfully guided hundreds of students toward achieving their desired scores, often surpassing their expectations. My dedication to teaching and genuine care for my students’ success makes me a trusted partner in their academic journeys.

“When it came time to find a tutor to help my daughter with the SATs I knew Successful Study Skills 4 students was the right fit. My son has worked with them in the past and they have been terrific. My daughter worked with Marc for her SAT prep. He was patient and very understanding. He was also very flexible with scheduling the sessions. I highly recommend S4!” – Kimberly Lax, Stamford, CT

Victor G. (AP Physics 1, 2, and C, Mechanics & Electromagnetism)

Educational Background: B.S. in Biology from the University of Texas at Dallas, M.S. in Neuroscience from the University of Texas Southwestern, Division of Cell and Molecular Biology, Composite Science (Grades 8th-12th) Texas Educator Certificate, English as a Second Language (Grades 8th -12th) Texas Educator Certificate

Why I Teach: As a graduate student, I spent countless hours designing and conducting research experiments, collecting, and analyzing my experimental data as I pursued answers to unanswered questions. It was challenging and hard work. There were days when I felt that I had accomplished nothing. On the other hand, there were days when I would look at my results and see the small breakthrough that would bring me one step closer to the answers I sought. However, out of all those days, I most looked forward to the days when I would have to stand in front of my professors and classmates, present to them what I had discovered, and explain to them why it was important. As I walked them through my thought process and explained my results to them, I could feel my knowledge passing along to them and it would make me realize that all those countless hours of hard work were worth it. As a teacher, I am fortunate enough to be able to experience that every day as I pass along my knowledge and love of learning to my students.

Why I Teach Science: On the surface being a science teacher might seem to be about providing students with the general knowledge of the facts of the various disciplines of science. However, my goal as a science teacher is not to just teach my students what scientists know, but also to teach them how to think like a scientist. I teach them how to observe the world around them, ask questions that might not have obvious answers, and develop critical thinking skills essential to engage in scientific inquiry and argumentation to answer those questions. Science allows us to understand why things happen the way they do. Through the knowledge of science and the skills that come with a strong science education, I hope that my students will gain a better insight into the “how” and the “why” of our world.

Of Note: Victor has over 15 years of experience teaching and developing curriculum materials for Physics, Physics Honors, AP Physics 1, AP Physics 2, and AP Physics C: Mechanics & Electromagnetism.

Kelsie J. (Spanish)

Educational Background: Bachelor of Arts in Spanish and Secondary Education with a minor in English from Fort Hays State University. Master of Arts in Spanish from Kansas State University.

“Our Spanish tutor for my high school son was absolutely phenomenal- very engaging and helped him enormously.” – Jennifer Engel, Ridgefield, CT

Stephanie S. (French, ELL)

Educational Background: Bachelor’s of Science in French; Masters Degree in Education for the Advanced Studies of Teaching and Learning of World Languages

Why I teach: I fell into teaching when I came home from 18 months abroad studying at the Alliance Français and then the Sorbonne. I was a long-term substitute in a rural school district that needed a French Teacher. Establishing positive rapport with the students, I was excited to share with them the often fascinating and diverse cultures of the world outside their farms. Teaching for me has been a way to give back to young people the joy and wonder that I have found in my learning.

Why I teach French: “If you speak to a man in a language, that goes to his head. If you speak to a man in his language, it goes to his heart.” (Author Unknown). I understand the global impact of being multilingual on both career and life opportunities. Learning other languages for me is like solving a linguistic and cultural puzzle. I’ve lived and studied in two francophone countries, done homestays in Costa Rica and Germany, visited numerous other countries, and studied over six languages. I enjoy finding ways to unlock the linguistic codes, and breaking down the vocabulary and grammar. I want to make language learning fun, the grammar concepts easy to understand, and raise students’ confidence in their ability to learn another language. I’m passionate about being a globally-minded citizen and it’s my passion to instill this same love in my students.