About

• Scheduling sessions works through an online calendar which allows parents to book a 60 minute session for a date and time up to 6 weeks in advance. Lessons can be held either in person or virtually via Zoom. 

Clients who choose an in-person session may choose to meet on NC State's Campus at the D.H. Hill Jr. Library or any off-campus location, preferably within 20 minutes driving distance. Many families schedule in-person lessons to take place at their home. I generally charge a $10 travel fee, however, please reach out if you have questions or concerns about this. 

So that I can best serve students, when scheduling a meeting,  clients will be asked to provide a brief overview of what material the student would like to cover. Sharing specific topics or areas of concern allow me to prepare appropriately and best support the student’s needs.

• Payments may be made either in person or online. In person payments are due immediately following the session; online payments are due 24 hours after the session. Payments can be made via cash, check, card, PayPal, or Venmo. Please see Pricing for specific payment details and the online payment portal. 

• Cancellations or rescheduling requests made at least 24 hours before the scheduled session may be completed at no cost. Requests made within 24 hours of the session are generally subject to a 50% session fee. Missed sessions without notice are billed at the full session rate. Please reach out if you anticipate missing a session, an emergency comes up, or you need to reschedule! I am happy to work with families. 

• Sessions begin and end at the scheduled time. Client tardiness does not extend the session length and is billed at the full session rate--please reach out if you anticipate being late (texting 984-377-9373 would be quickest for last-minute emergencies)! Depending on my schedule, we may be able to arrange to move the lesson to allow for the full duration at no cost. In the event of my tardiness, clients will receive the full lesson duration, and any missed time will not be billed for.

• Sessions are designed to be engaging 60 minute one-on-one meetings with students. I place emphasis on conceptually understanding and reasoning through content, and my teaching style reflects that. Sessions are tailored to each student’s goals, pace, and academic level.

I typically provide supplementary resources (such as practice problems) as extra practice to reinforce concepts, and those, along with answer keys, are made available digitally to students and parents after each session for no extra cost. 

During sessions, students can expect to identify and fill gaps in understanding or build new foundations, then actively synthesize what they’ve learned through methods such as discussion, guided practice, creating their own problems, and applying critical thinking to extend their knowledge.

• Parent communication and participation is encouraged before and after sessions to discuss goals, progress, and concerns. I typically provide a brief lesson summary via email to parents within 24 hours following each session.

To encourage independence, focus, and growth, parents are asked not to participate during tutoring sessions.

• Students are expected to bring relevant course work, assignments, or notes to each session. In the event of an upcoming assessment, bringing a study guide helps us make the most of our time. Students benefit most when they give prior thought to specific areas where they need clarity or practice. 

A positive and engaged attitude is also important for productive sessions. Tutoring is most effective when students are willing to participate actively and approach the session with openness to learning.

The key to academic success lies in consistency, discipline, and repetition. Students serious about improving their grades should take what they learn in their classes and in tutoring sessions and continue to practice with and synthesize it. Consistent repetition brings academic success. 

Students should not expect to master material only through tutoring sessions--to truly master a concept, students must first understand it (which is what sessions are for), and then practice it on their own outside of the session. Students are encouraged to  practice regularly and take individual ownership of their learning in order to see meaningful results. 

My name is Micah Robinson, and I'm a student studying Biochemistry at NC State University in Raleigh. I am a North Carolina native, originally from a small town called Hillsborough. I attended high school at Trinity School of Durham and Chapel Hill. Some of my personal interests include coin collecting, singing, piano, and amateur frisbee golf. 

In both high school and college, I have found success across a broad range of subjects, including the sciences, mathematics, Latin, and the humanities. As a full-time student, I prioritize deep conceptual understanding and the ability to apply material across contexts rather than surface-level memorization. This approach requires discipline and a willingness to engage with the underlying structure of a subject, but I have found that it leads to much more efficient studying, much stronger results, and a much clearer understanding of how topics connect.

As a teacher, I am passionate about instilling this same disciplined approach in my students. I believe that many subjects can be tackled from a reason based approach when foundational principles are well established. A central principle to my teaching (and studying) is the minimization of rote memorization--learning to think critically about material and memorizing what's necessary. In the long term, this means that students will spend less time studying old material, gain a deeper understanding of new material, and move forward with strong foundations to build upon.

I tailor sessions to every student's needs. Often this means identifying and strengthening fundamental gaps before moving forward. Sessions are grounded on building a deep conceptual understanding of the material, and then applying that material through targeted practice to help the student build confidence, understanding, and clarity in his or her learning.