Twenty years in the classroom, one student at a time. I get to know how your child thinks — and then I teach to that.
20 years teaching high school math & science · B.S. Physics, University of Notre Dame · M.A. Fordham · Department chair · Online, every U.S. time zone
Tutoring can be a stranger drilling problems for an hour. This isn't that.
A student stuck in Pre-Calculus is usually not stuck on Pre-Calculus. Twenty years of teaching means I can find the gap underneath the gap — and address it.
Every teacher runs their course differently — what they emphasize, how they write a test, what they expect in the work. I learn your child's class and I help them succeed in it. Not in some generic version of it.
The point isn't just a better score on test day. The point is a student who starts to believe that they can succeed, even when the task is challenging.
Every step, written out. Every question, answered.
Every one of these I taught from the front of a real classroom, for years, to students exactly your child's age.
They almost never are. What they are is under-taught — handed a subject built on a few deep ideas, and given a hundred disconnected procedures instead. Once you go back and repair the thing that actually broke, the rest tends to come quickly.
I studied physics at Notre Dame, took a master's in science education at Fordham, and have spent two decades teaching high school math and science — long enough to have chaired the department, written the curriculum, and coached the robotics team. Long enough, too, to have sat with a great many students who were sure they'd never get it, and to have been wrong about that every single time.
I work with a small number of families, one-to-one, entirely online. If your child is capable and stuck, that is precisely the problem I've spent my career solving.
Shared by real families Gary has tutored. Kept anonymous at their preference.
Gary Pritts worked with my son on high school math for three years and prep for APs for college, and the impact went far beyond his grades (which significantly improved). Gary is compassionate, deeply engaged, and has a real gift for breaking down difficult topics until they finally make sense. Most importantly, he gave my son genuine confidence in his own mathematical abilities. I can't recommend Gary highly enough to any family looking for a tutor who truly cares about their child's growth in mathematics.
Mr. Pritts diligently and professionally helped my grandson in his Chemistry course this year. He gave him the knowledge, confidence, and understanding needed to do very well. Mr. Pritts was always flexible to accommodate his schedule to work within my grandson's ever changing school and family schedule. My grandson became a very good Chemistry student, passing with high scores, thanks to Mr. Pritts' guidance. I highly recommend Mr. Pritts as a tutor, and I will hire him again for my two younger grandsons when they need assistance in a few years.
Names are kept private at these families' request — Gary is glad to provide direct references to families considering tutoring.
Sessions run on a shared whiteboard — your child sees every step written out, and keeps the notes afterwards.
A short, free conversation — you, me, and your child if they'll join. I'll ask what's going on and tell you honestly whether I'm the right person for it.
The first session or two is diagnostic. I want to see how they think, not just what they got wrong.
Regular one-to-one sessions online. You'll hear from me — you'll know what we did and where they are.
Rates depend on the subject and the level, and I'd rather quote you honestly after we've talked than post a number that may not apply to your child. The consultation is free and there's no obligation attached to it — if I don't think I can help, I'll say so.
Request a Consultation →Tell me a little about your child and I'll get back to you within a day. No pressure, no sales pitch — just a conversation.