Rachel Carr

I was born and raised in Irvine, California. From the time I could read, I developed a deep love for science, with a penchant for astronomy. For years, I was convinced that I would find a career in physics. While attending the highly competitive Irvine High School, I discovered my love for mathematics and English. Despite the rigorous demands of my school, I yearned for excellence and, through tenacity, gained the skills necessary to reach my goals. After achieving highest marks in AP Biology, AP Statistics, and AP English Literature and Composition in my senior year, I headed to the University of California, San Diego. Although I initially majored in physics, I discovered a deep love for mathematics and switched my major. In the end, I finished my undergraduate education at UC Irvine with a Bachelor of Science in mathematics.

I was first introduced to teaching when I tutored my cousins for a year. In seeing the struggles of my cousins, I realized how the “one-size-fits-all” paradigm inherent in most schools can allow for the development and persistence of gaps in essential knowledge. In helping them one-on-one, I was able to find and fill in these gaps in understanding. After I received my degree in mathematics, I knew that I wanted to find a job in which I could share my love for math with others. Thus, I decided to start tutoring mathematics for children in Kindergarten through 12th grade. I loved getting to know my students, helping them gain an intuition for mathematics, and seeing the joy in their faces when they conquered a challenging concept.

I believe in figuring out the best approach for an individual student’s needs, playing to the student’s strengths and addressing their weaknesses in a way that they can grow. From personal experience, I know that students who feel discouraged and struggle with their schoolwork can succeed with diligent, smart, and deliberate effort. I am to teach my students how to work smarter, not harder, and I hope to help learn to enjoy the process of learning.

During my time tutoring, I have come to understand that feeding students canned answers and rote facts does them a disservice. Instead, I have found tremendous success in using leading questions to guide a student to the answer. Students learn much better when they find the answer themselves, and we can develop students’ abilities to problem solve and set them up for success down the road. I believe that learning must be an active process, not a passive one.

I apply this approach to all my sessions, and I enjoy helping middle and elementary school students navigate all aspects of their educational journeys, whether we’re working to develop their core academic skills in all areas or giving them the testing strategies and confidence to succeed on the intimidating ISEE, SSAT, and HSPT. 

When not tutoring, I enjoy recreational gymnastics, exercise, and studying math and physics for fun. In my free time, you can find me practicing flips at the gym, playing with my niece and nephew at the park, or lounging with a good book.