Award-Winning High School Chemistry Tutors
serving Norwich, CT

The mole concept trips up more high school chemistry students than almost anything else, and Ethan has a knack for demystifying it with concrete analogies before layering on the math. He also brings strong quantitative skills — a 36 ACT and coursework in calculus and statistics — which means dimensional analysis and unit conversions get taught precisely, not hand-waved.

Chemistry clicks when students understand the "why" behind the rules — why electronegativity drives bond polarity, or why certain reactions are spontaneous while others aren't. Tessa, a Yale math and history double major, brings that same explanatory instinct to stoichiometry, equilibrium, and thermochemistry, connecting each concept to the underlying logic rather than asking students to memorize formulas in isolation.

Balancing equations and stoichiometry problems come down to tracking atoms and units — something Max breaks into repeatable steps so the logic clicks before the math even starts. As a Yale economics student with a 5.0 tutoring rating, he brings the same quantitative rigor to mole conversions and equilibrium calculations that he applies to his own coursework.

I am a PhD student in Inorganic Chemistry at Yale University. I've been spreading my love of chemistry for the past several years as a TA for general chemistry, and I'm excited to share my passion with you! Prior to Yale, I got my B.S. in chemistry from Caltech, where I also served as a TA for both general chemistry lab and advanced inorganic chemistry. Outside of teaching and research, I enjoy fencing, reading, and playing piano.

Coaching his school's Chemistry Olympiad team gave Richard a feel for where students get tripped up on competition-level problems — and that same instinct applies when he's walking someone through nomenclature, electron configurations, or balancing redox reactions at the high school level. His economics studies at the University of Chicago might seem unrelated, but the quantitative rigor carries over, and his hundreds of hours teaching chemistry to students ranging from elementary schoolers to Olympiad competitors means the fundamentals are deeply ingrained.

I am a senior at the University of New Haven working on a B.S. in Forensic Science-Biology with a Pre-Medical designation who hopes to go to medical school in the future. I am most passionate about biology and chemistry but have a strong personal interest in history, especially topics overlooked in the past study of history. To me, learning is a life long process and leads to the development of a well-rounded individual. Seeing understanding of a difficult topic and creating enthusiasm for learning is what draws me to tutoring.

Balancing equations, predicting reaction types, working through stoichiometry — high school chemistry clicks once students see the logic connecting these pieces. Chantel's molecular biology degree means she understands chemical principles at a deeper level and can explain concepts like mole ratios or electron configurations in ways that actually make sense. She's patient enough to walk through the same problem three different ways until the right approach lands.

That first encounter with mole conversions or balancing redox reactions can feel like learning a new language, and Lily approaches it that way — teaching students the grammar of chemistry so they can solve problems they haven't seen before. Her own science training means she can connect high school topics like periodic trends and bonding to real applications that make the material stick.

Ten years of tutoring science while progressing through medical school and now a surgical residency application means Patrick has never stopped using chemistry — from pharmacokinetics to anesthesia gas behavior, concepts like equilibrium, gas laws, and acid-base chemistry show up in his clinical work constantly. He teaches high school students to think about what's happening at the particle level first, then translate that picture into the math, which makes topics like stoichiometry and reaction predictions feel less like arbitrary procedures.

Sabine earned her B.S. in Chemistry, which means she doesn't just know the formulas — she understands the molecular-level logic behind gas laws, thermochemistry, and chemical bonding well enough to explain it multiple ways until it clicks. Her approach zeroes in on connecting the periodic table's patterns to what students actually see in problems, so predicting products or working through enthalpy calculations starts to feel intuitive. Rated 5.0 by her students.

Between his UCLA biology coursework and medical school, Abrahim has taken chemistry from multiple angles — stoichiometry, equilibrium, acid-base reactions, thermodynamics. He's direct about pinpointing where a student's understanding breaks down, whether that's balancing redox equations or interpreting periodic trends. His 5.0 rating speaks to how well that targeted approach works.

Chemistry has always been one of Samantha's favorite subjects to teach — she earned her degree in Chemistry & Chemical Biology from Cornell and genuinely enjoys unpacking topics like stoichiometry, molecular geometry, and acid-base equilibria. She's a visual teacher who sketches out Lewis structures, orbital diagrams, and reaction maps so that abstract concepts become something students can actually picture. Her 5.0 rating speaks to how well that approach lands.

A chemistry major at Harvard who's heading to Columbia Medical School, James teaches high school chemistry with the kind of depth that makes concepts like stoichiometry and electron configurations click on a conceptual level — not just as formulas to memorize. He connects classroom topics to real-world applications in medicine and materials science, which tends to turn chemistry skeptics into students who actually enjoy the subject.

Working daily with CRISPR-Cas9 and other biochemical tools in a Yale research lab, Matthew sees chemistry in action — the thermodynamics of enzyme reactions, the pH sensitivity of buffer systems, the molecular interactions that make or break an experiment. That hands-on context sharpens how he teaches high school topics like equilibrium, gas laws, and nomenclature, because he can point to exactly where each concept shows up beyond the textbook.

Cognitive studies at Vanderbilt might not scream chemistry, but Vy's science coursework and her 35 ACT mean she's no stranger to reasoning through problems involving moles, gas laws, or balancing equations. She's especially effective at teaching students how to read what a chemistry problem is really asking — a skill she honed tutoring algebra and science in under-resourced schools where clear, patient explanation wasn't optional.

Stoichiometry, equilibrium, and acid-base reactions make more sense when a student can see where they lead. Bidyut ties high school chemistry concepts to biomedical applications he's encountered at Johns Hopkins, turning mole calculations and reaction balancing into something more tangible than textbook exercises.

Serving as an undergraduate teaching assistant for introductory biochemistry at Cornell gave Josef a clear picture of where students first lose the thread in chemistry — usually right around stoichiometry and the mole concept, when the math suddenly feels disconnected from what's happening at the molecular level. He bridges that gap by tying quantitative problems back to the reaction logic, so balancing equations and calculating yields feel like extensions of chemical reasoning rather than standalone arithmetic exercises. Holds a 5.0 rating.

Running a middle school science department in Philadelphia meant John taught chemistry fundamentals daily — building up from atomic structure and the periodic table to chemical reactions and basic stoichiometry — and his role as curriculum chair forced him to think carefully about the sequence in which those ideas need to land. That classroom experience shows when he explains topics like balancing equations or classifying reaction types, because he's already mapped out where students typically get lost. Rated 5.0 by students.

Three science bachelor's degrees plus a medical doctorate means Sydny has taken chemistry at every level — from introductory courses through the biochemistry and pharmacology that med school demands daily. She unpacks topics like stoichiometry and gas laws by connecting them to the biological and medical contexts where those calculations actually do something, which tends to make the abstract feel worth learning.

A physics major might seem like an unusual pick for chemistry, but Nima's deep comfort with atomic structure, thermodynamics, and quantitative problem-solving maps directly onto the trickiest parts of high school chem — stoichiometry, equilibrium calculations, and electron configurations. He approaches chemical concepts through the lens of why atoms and molecules behave the way they do, not just how to balance the equation.

Stoichiometry and electron configurations tend to pile up fast in high school chemistry, and students who fall behind on one unit often struggle to catch up in the next. Paula's approach is to anchor each new concept — whether it's Lewis structures or acid-base equilibria — to the periodic table trends that tie the whole course together. She teaches the logic underneath the formulas so students aren't just memorizing steps.

When high school chemistry students hit a wall with mole conversions or balancing redox reactions, the issue is almost always conceptual, not computational. Rahul digs into the 'why' behind each step — why coefficients matter, how electron transfer actually works — drawing on his Cornell chemical engineering background to make the logic visible. He holds a 4.9 rating from students.