What Great Calculus Tutoring Actually Looks Like (From a Tutor's Perspective)

Parents ask me all the time: "What actually happens in a tutoring session?"

It's a fair question. You're investing money and your child's time. You should know what you're getting. So here's an honest, detailed look at how I work.

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Before the Session: I Prepare for Your Child

This is the part most parents don't see, and it's the part I'm proudest of.

Before every session, I ask my students to send me what they're working on in class — the upcoming test topics, the homework set they're struggling with, the concept that didn't make sense in lecture. I review this before we meet.

That means when we sit down together, I already have problems ready that target exactly what the student needs. We don't waste the first 15 minutes figuring out where to start. We start.

One parent — Caroline, from Jacksonville — told me she appreciated that I "asks to see what my son will be working on in advance so that he can prepare for the session." That's not an add-on to my approach. It's foundational. Every session should be focused and intentional.

During the Session: Active, Not Passive

Here's the structure of a typical session:

The check-in (2-3 minutes). I ask what's going on in class this week. Any upcoming exams? Anything from last session that's still fuzzy? This sets the agenda.

Concept explanation (5-10 minutes). If we're covering a new topic or filling a gap, I explain the concept. But I keep this short and focused. The session isn't a lecture — it's a working session.

Student works problems (30-40 minutes). This is the core. I give the student a problem and they work it while I watch. I don't do the problem for them. I coach.

When they get stuck, I ask questions: "What's the first thing you'd do here?" "Which rule applies?" "What does this function look like?" These questions force the student to think through the problem themselves, with me guiding rather than solving.

When they make a mistake, I don't just say "that's wrong." I ask them to check their work, or I point to the specific line where things went sideways. The goal is for them to find and understand the error.

Wrap-up and plan (5 minutes). We recap what we covered, I note what went well and what still needs work, and I tell the student what to practice between now and the next session.

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Between Sessions: Ongoing Support

Tutoring isn't a one-hour-and-done arrangement. I provide resources between sessions:

• YouTube videos I've created on specific topics, so students can review concepts we've covered
• Formula sheets and reference materials
• Course notes and quizzes matched to what they're learning
• Practice problems targeted to their specific weak areas

If a student has a question between sessions — a homework problem they're stuck on, a concept that came up in class — I'm reachable. I don't charge for a quick text exchange. The goal is to keep the momentum going, not to meter every interaction.

What This Isn't

Let me be equally clear about what my tutoring is not:

It's not homework completion. If a student comes in wanting me to do their homework for them, that's not what's going to happen. I'll help them understand the concepts so they can do it themselves. Yes, this is harder in the short term. It's also the only approach that actually works.

It's not generic. I don't have a one-size-fits-all lesson plan that every student goes through. Every session is tailored to where that specific student is, what their class is covering, and what they need most.

It's not passive. The student works the entire session. If they're not writing, they're thinking out loud. If they're not solving, they're explaining. There are no spectators.

The Results of This Approach

When tutoring is done this way — preparation before, active work during, support between — the results speak for themselves:

Students go from failing exams to passing courses. AP students earn 4s and 5s. College students who were considering changing majors because of calculus finish with A's and move forward.

These outcomes don't happen because I'm giving students answers. They happen because I'm building their ability to find answers on their own. By the end of our work together, the goal is always the same: the student doesn't need me anymore.

That's what great tutoring looks like. Not dependence — independence. Not answers — understanding.

If you want to experience what this looks like, book a session. For AP students, the Final Stretch program provides this level of support in a structured group format. For UF students, I know your courses and can hit the ground running from day one.

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