1. LOUIS ​KRIEGER
259 WEST 12th St, New York NY 10011 ​| ​CELL 210-269-9899 ​| ​LOU@PEERLESSTUTORING.COM
PROFESSIONAL SUMMARY
Experienced Science and Math tutor, as demonstrated by eight years of teaching/tutoring experience in a
Middle-States accredited middle school. Focused on providing a rich and customized learning experience for
middle and high school students. Motivated and enthusiastic teacher who inspires students to succeed by
catering to individual needs and abilities. Goal is to give students the confidence and skillset to succeed in
their academic studies and standardized testing.
QUALIFICATIONS
● 1st-8th General Studies ​•​ SAT Prep
● Pre-Algebra/Algebra/Geometry ​• ​SSAT Prep
● AP Biology ​• ​ACT Prep
● AP Chemistry ​• ​ Essay/Personal statement coaching
EXPERIENCE
Owner and Head Tutor 2008-Present
Peerless Tutoring ​(Ocean, NJ /
​Brooklyn, NY)
6th-8th Grade Science Teacher 2015-2016
Hillel Yeshiva ​(Ocean, NJ)
6th-8th Grade Social Studies Teacher 2012-2015
Hillel Yeshiva ​(Ocean, NJ)
Science Enrichment Teacher 2008-2012
Hillel Yeshiva ​(Ocean, NJ)
EDUCATION
Masters of Education: Physical Science 2015-Present
Rutgers University ​(New Brunswick, NJ)
Bachelor of Science: Biology 2008-2012
Brooklyn College ​(Brooklyn, NY)
Bachelor of Arts: English with Honors 2012-2015
Brooklyn College ​(Brooklyn, NY)
References Furnished Upon Request

2. Addendum
The following pages are case studies outlining the different types of students that I have tutored
throughout the years and how I was able to help them succeed.
Student #1 - 3rd Grade
Background
I first spoke with Student #1’s parents at the beginning of the summer of 2013. She had been
working with another tutor, so I immediately contacted her to garner as much information about
Student #1 before our first session. During our first meeting, I observed that Student #1 loved to
write, but her reading and math skills were below average. Her listening skills were excellent, as
were her abilities to articulate her thoughts verbally. Her chief complaint was that she did not
understand what she was reading, and that she was slow with her math.
Method
Student #1 was quite aware of the fact that her comprehension and math skills had room for
improvement, and was very self motivated. ​By utilizing her strengths in writing and listening, the
goal was to develop a series of modules that would develop her reading comprehension​ . Being
an inquisitive student, she loved to predict what would happen in the story. I explained that in
order to come up with a realistic prediction, a reader must have a solid understanding of the
plot, the characters, and their motivations. Student #1 learned how to paint a picture in her mind
of what was taking place in the story, and empathize with the characters. I encouraged her to be
comfortable with rereading anything that didn’t come to life on the first pass. The approach for
improving her math skills was a bit more one dimensional: games. We developed a plethora of
math games that honed her basic math skills, number sense, time and money, and overall math
speed.
Results (2 months, 2 sessions per week)
During our time working together, Student #1 kept a notebook of her writing. At the end of the
summer, I was able to see a noticeable change in her writing skills and content. She went from
writing 1-2 short sentence, to longer more detailed and intelligible predictions. As for the math,
we kept a chart that mapped out time and accuracy for any given game. Within the 8 weeks
working together, both her time and accuracy increased markedly.
Followup
Since Student #1 lived and attended school outside of New York/New Jersey, we were not able
to work throughout the year. Her parents and teachers were pleased, however, with the
improvements we made in short time we spent working with each other.
References Furnished Upon Request

3. Student #2 - 6th Grade
Background
When I first met Student #2, he was an average to below average student. While his math skills
were slightly below average, he mainly struggled with reading comprehension and
organizational skills. Student #2 would also get anxious during testing situations, so much so
that he would not be able to complete them.
Method
I met with Student #2’s teachers before our first session to gauge the issues that Student #2
was experiencing. I was immediately able to gauge what interested within a few minutes and
was equipped with a variety of different reading passages to choose from. I outlined what it
means to read for a purpose. During the question and writing segment of the passage, I saw
firsthand how perturbed he would become when he could not come up with an immediate
answer. I realized that Student #2 did not have a schema, or “game-plan”, to answer questions
that seemed beyond answering. ​The goal was to create a game-plan for Student #2 to stay
organized, both physically and mentally. We also created a schema that helped him rally from
his anxiety.
Results (3-4 months, 1-2 sessions per week)
By the end of our time working together, Student #2 still remained a slightly below average math
student. His reading comprehension, however, increased dramatically. His anxiety during
testing environments decreased significantly, much to the notice of his teachers and peers.
Student #2 was an overall more confident and organized student.
Followup
Most of the progress was made within the first 3 months of working with Student #2. I stayed on
board for the remainder of the school year at the request of his parents. The goal was to
reinforce the positive new behaviors, as well as enrich his studies by finding themes that cut
across his curriculum.
References Furnished Upon Request

4. Student #3 - 11th Grade
Background
I was approached by Student #3 in the Fall of his junior year in high-school. He had just
received his SAT scores and was not pleased with his scores (450-Math, 480-Verbal). As with
many high school students I’ve worked with, motivation was an issue for Student #3. There was,
however, a more substantial obstacle in our way; Student #3 had been in the low track in math,
and several topics on the SAT appeared completely foreign to him.
Method
Before our first session, I delivered a practice SAT exam and asked that Student #3 complete it
over the weekend. I picked it up Sunday evening, and graded/analyzed the exam in order to
have a better idea of where his strengths/weaknesses lay.
Verbal​ - Stamina is a very important factor in succeeding on the SAT. Student #3 was not a
poor reader, yet he had never read a newspaper, or read a book outside of assigned reading in
years. As with many of my students, I ascertained his interests and lent him a copy of a book we
both agreed on. I also explained that certain newspaper and magazine articles are close in
structure to the passages on the SAT’s, so we picked out some periodicals that seemed
palatable to Student #3. ​The goal was to increase the amount of time Student #3 could spend
reading without stopping, while still comprehending and mentally mapping main ideas.
Math​ - I explained to Student #3 that a good boxer works on his strengths as much as his
weaknesses. Instead of spending time learning completely new information, our first priority was
to become more efficient with the questions he knew how to solve, thus freeing up time to tackle
more challenging ones. ​The goal was to strengthen his strengths, and to develop tactics that
would maximize Student #3’s score.
Creating a week to week schedule with small attainable goals provided a structure for Student
#3 that allowed him to build confidence without getting overwhelmed.
Results (2-3 months, 1 session per week)
Student #3s combined Verbal and Math score increased dramatically from his first SAT. His
math score went from a 450 to a 570, and his verbal went from a 480 to a 590.
Follow up
When it came time to send out college applications, Student #3 reached out to me. I aided him
through the process of writing a college essay. I was elated when I received a phone call a few
months later, when he informed me of his acceptance into the top two universities on his list.
References Furnished Upon Request