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I am a dedicated, devoted, and creative aide on the path to understanding. Aide consacr, devot, et cratif sur le chemin la comprhension totale.

I am a graduate of NYU's Tisch School of the Arts. I have been teaching private students (Voice, Theatre, English, French) and groups (Voice, Theatre, English, French) for over twelve years. I run a non-profit LLC (Trust Your Gut Productions) and am a working actor/composer.

One of the most fulfilling things for me is helping those who wish to better themselves and their skill-sets to do so. My affable, professional approach is both fun and effective for my students, who have gone on to Broadway, to move to the States (or to France), and more.

-French (Grammar, Conversation, Accent Reduction)

-English (Grammar, Conversation, Accent Reduction, Writing)

-Music Theory

-Vocabulary and Grammar

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Michael’s Qualifications

Education & Certification

Undergraduate Degree: New York University - Bachelors, Theatre Performance


Theatre, Music, Language, Singing, Video Games, Board Games, Photography

Tutoring Subjects


CLEP French

College English

Conversational French


English Grammar and Syntax

Essay Editing


French 1

French 2

French 3

French 4

High School English



Music Theory

SAT Subject Test in Literature

SAT Subject Tests Prep

Test Prep

Q & A

What is your teaching philosophy?

A student should always feel comfortable to make mistakes.


Gauge their interests, their level of comprehension, their previous successes and their roadblocks. Getting a student to laugh or smile also lets me know that they are comfortable. It's all about finding that connection and security whereby the student knows that they are permitted to make mistakes in order to learn.

How can you help a student become an independent learner?

Tapping into the student's innate creative abilities. Making the learning at home be both investigative and self-effacing.

How would you help a student stay motivated?

Set short term, accomplishable goals all while recognizing the student's successes.


After trying several different approaches, move away to another topic. I call it the "Ice Box Laugh." Sometimes, a concept needs to be ruminated upon in order for it to really sink in. For others, learning a cumulative skill one link up on the chain helps jog the concept's logic in place.

How do you help students who are struggling with reading comprehension?

We do four things with language: read it, write it, speak it, and listen to it. I would have my student couple reading with listening, either with an audio book and the hardcopy of a text, or simply subtitles for films. The more ways we let the language enter at once, the more quickly and definitively concepts are understood.


Making sure they're comfortable and that the lessons will be immediately utilized within their lives. This way, they are more easily and frequently practiced and exercised.


By relating it to their own interests. For example, no one truly enjoys tables of conjugation. However, if the verbs used are immediately applicable to their daily vocabulary, they are more apt to find them useful and, therefore, learn them by osmosis.


I love the cumulative review. My lessons are structured into units, with a cumulative exercise or project at the end of each section.

How do you build a student's confidence in a subject?

By a detailed review of the successes of the student each lesson.

How do you evaluate a student's needs?

By making sure I've understood their overall goal. If that goal is, for example, to pass a test, I would make sure that they were prepared to pass the test and would incorporate timed exercises and test prep. If the overall goal were to be able to carry on a conversation, I would respond to their need to be comfortable expressing themselves and training their ears as well as their pronunciation. It's all dependent on the student's overall goal and time frame by which to accomplish it.

How do you adapt your tutoring to the student's needs?

By observing their responses to certain types of exercises or concepts.


I love to draw out concept maps, so I use a lot of paper. I also use books, conversation, and real-life situations to help students jump into the deep end.

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