Hi everyone,
I’m an LSAT tutor and law school admissions coach, and I currently have availability for a small number of new students.
I started with a 142 on my first official LSAT and eventually earned a 180. I’m also a law school graduate, a licensed attorney, and I have been tutoring the LSAT full-time for more than eight years.
I work with students across a wide range of scores. Some are trying to build a foundation in the 140s, some are stuck in the 150s or low 160s, and others are already scoring in the high 160s or low 170s and need help finding the final few points.
My tutoring is individualized, interactive, and focused on the student’s actual reasoning process. I do not simply lecture about question types or read explanations that students could find online. I want to see exactly how you think when you encounter an LSAT question.
During our sessions, you will usually share your screen and work through official LSAT questions. I will have you explain what you believe the stimulus or passage is saying, what role each sentence plays, what you think the argument is assuming, what you expect the correct answer to do, and why you are keeping or eliminating each answer choice.
This allows me to identify the precise point where your reasoning begins to break down.
For example, two students may both miss a Necessary Assumption question, but for completely different reasons. One student may not understand the argument’s conclusion. Another may understand the argument but fail to identify the gap. Another may find the gap but misunderstand the answer choices. Another may choose an answer that strengthens the argument without actually being necessary.
Those students should not receive the same lesson or the same homework.
My process generally begins with a detailed assessment of your current performance. I look at your diagnostic score, recent practice tests, section scores, timing, blind-review performance, question-type analytics, confidence levels, and study history. I also want to understand what materials you have used, how you review mistakes, how many hours you can realistically study, and when you hope to take the official exam.
From there, I build a personalized study plan based on your current score, target score, timeline, and recurring weaknesses.
Early in the process, we usually focus heavily on accuracy and fundamentals. For Logical Reasoning, this may include learning how to consistently identify the conclusion, separate premises from background information, understand the argumentative gap, recognize common reasoning patterns, and predict what the correct answer needs to accomplish before moving into the choices.
We then break the section into question families and individual question types. Instead of randomly answering hundreds of questions, you may work through focused sets of approximately six to ten questions that target one specific weakness.
The goal is not merely to finish the questions. The goal is to understand why you approached each one the way you did.
We review every missed question, but we also review questions that you guessed on, took too long to answer, felt uncertain about, or answered correctly for the wrong reason. A correct answer does not necessarily mean the underlying process was reliable.
For Reading Comprehension, we work on understanding the structure of the passage rather than trying to memorize every detail. This includes identifying the author’s purpose, viewpoint, organization, shifts in perspective, competing positions, and the function of individual paragraphs. We also work on distinguishing answers that sound reasonable from answers that are actually supported by the text.
A major part of my process is teaching students how to review properly.
Many students spend hours taking practice tests but only briefly look at the questions they missed. That usually leads to the same mistakes appearing repeatedly.
I help students build and maintain a detailed wrong-answer journal. Depending on the student, we may track the question type, difficulty, time spent, confidence level, original reasoning, why the wrong answer was attractive, why the credited answer is provable, the exact cause of the mistake, and the specific rule or habit that should prevent the same mistake in the future.
Mistakes are then categorized. A student may be struggling because of comprehension, argument structure, conditional reasoning, answer-choice interpretation, timing pressure, overthinking, abandoning predictions, or failing to return to the text.
Once we identify the pattern, we design drills that directly address it.
As accuracy becomes more consistent, we gradually introduce time pressure. Students usually progress from untimed targeted drilling to timed question sets, mixed drilling, full timed sections, and eventually complete practice tests.
I do not believe students should simply take as many full practice tests as possible. Full tests are useful, but only when they are taken at the right stage and reviewed thoroughly. Taking test after test without correcting the underlying problems can reinforce bad habits and waste valuable official material.
When full practice tests become appropriate, we use them strategically. We look at score consistency, section performance, pacing, endurance, decision-making under pressure, and the difference between timed performance and blind review.
A large blind-review gap usually indicates that the student has more reasoning ability than their timed score reflects. In that situation, we work on execution, confidence, pacing, and recognizing when to move on. A small blind-review gap with a lower score may indicate that the student needs more fundamental work before focusing heavily on timing.
Your weekly plan may include targeted Logical Reasoning drills, Reading Comprehension passages, mixed timed sets, full sections, practice tests, blind review, wrong-answer journal entries, analytics review, and scheduled rest days.
The exact assignments depend on your needs. I do not give every student the same generic study schedule.
Between sessions, I help students understand what they should be studying, what they should review, which question types deserve the most attention, and when their study plan needs to be adjusted. I also provide accountability so that students are not constantly changing resources, avoiding their weaknesses, or taking practice tests without learning from them.
I am direct with students about their progress. I will not tell someone they are ready for the official exam simply because their test date is approaching. I want students to take the LSAT when their recent timed performance shows that they are capable of earning a score they would be comfortable keeping.
I have helped students make gains of more than 30 points, reach the 170s, close significant timed-versus-blind-review gaps, and break through plateaus after months of studying. Results vary, and I never guarantee a particular score.
My current rate is $135 per hour. The appropriate session frequency depends on the student’s timeline, budget, score goals, and ability to complete work independently between meetings.
I also offer a free 20-minute phone consultation. During the consultation, we can discuss your diagnostic score, current practice-test range, target score, intended test date, study history, materials, schedule, and the specific areas causing you difficulty.
There is no obligation to sign up afterward. I will give you an honest assessment of where I think you are, what may be holding you back, and what your next steps should be.
Feel free to send me a Reddit message with your current score range, target score, intended test date, how long you have been studying, and what you believe your biggest challenge is.
