Dr. Gary Dubler
This is from an unsolicited letter from a student's parent:
"Dr. Dubler is a skilled tutor that knows that taking the SAT is similar to activities like sports, dance and theater; there are many factors that influence someone’s performance. Dr. Dubler not only shares his passion for setting students up for PSAT and SAT test taking; but he provides applicable hints for students to think about in advance, such as: what to eat the week before the test, and many other tricks to the trade of successful test taking. He will arrive promptly and professionally and will assign homework in between his sessions and encourages his students to do what they can do, with the reality they have their normal extracurricular activities and homework to attend to. His longevity in this field speaks for his abilities to be committed to his passion for SAT tutoring. Dr. Dubler is very experienced and highly educated. He is an excellent match for students who do not mind being asked to explain their train of thought, as his expectation is a high level of interaction. This is one way he reinforces what he is teaching. He is also full on fun magic tricks along the way, which will certainly keep things as he likes them---- “entertaining."
Able to read music
Photos and videos
Frequently asked questions
What is your typical process for working with a new student?
No matter what their previous SAT scores or GPA level, I require a new student to take a specific test-book SAT. This is done to set a beginning point.
At the 1st session we assess both the point level and the kinds of questions that are challenging the student. I then determine what score is needed to admit the student to their dream school. Our mutual goal is to increase the point level to 50 points ABOVE the required score. This will be accomplished by tutoring the student in the STRATEGY one needs to reach that score & beyond.
This method also gives immediate feedback to the parent, who rightly wishes to know if their money is being well spent. My method involves "analytical thinking," which is not taught in high school. I use games, magic, puzzles, etc. to change the way the student approaches a problem. This will also increase his test scores in his regular classes.
What education and/or training do you have that relates to your work?
I have earned five university degrees: two Bachelors, one Masters, and two Doctorates. Before retirement I was a professor at the University of Miami, Florida International University, and both Miami-Dade and Palm Beach State colleges.
As a member of MENSA, the international genius society, we research into the various ways that humans learn. About 30 years ago, I discovered that national board tests, such as the SAT and ACT were devised as a tool to keep students OUT of college, not get them in. To do this, they build in certain tricks, traps, distractions, etc. to the questions. Once a student is trained to recognize these, he can procede through the minefield, while others are bgeing blown up.
Because of this, virtually every one of my students has been accepted into their dream school.
Dr. Gary Dubler
Do you have a standard pricing system for your lessons? If so, please share the details here.
My sessions are two hours in length, but every student I've had over 30 years has always been able to stay focused. This is because they know that, if they pay attention, they are going to "beat the system."
The fee within a 5 mile radius is $85 per hour, hence $170 for the session. When I meet a student at their home, or nearby bookstore, $1 per mile [one way] is added to the fee. So to go to a student who is 20 miles away, the fee would be $190 for the session.
Students and their parents can save money by combining with other students. The fee is discounted, and there is only one travel fee. If a student recruits five other students for the same sessions, his/her tutoring is FREE.
How did you get started teaching?
I believe that, from an early age, I had developed the ability to be "Test-Smart." This was similar to the fact that I had always been able to play musical instruments "by ear."
In both worlds, one skips the unimportant information and jumps immediately to analyzing the problem [or the melody] by "analytical thinking."
People said I was "gifted," but I soon learned that a great deal of what I knew was teachable. It was during my first year of college that I discovered that I could tutor other students, even in classes that I was not taking, or had ever taken.
It was then that I discovered the relationship of common Magic Tricks to learning theory. I've been helping students this way for over 30 years.
What types of students have you worked with?
I have worked with A+ students who are baffled and confused as to why they scored so poorly on the SAT. I have also helped C students whose goal is to be accepted by any community college.
In addition, I have worked quite a bit with student athletes who desperately wish to be accepted to top-level sports schools, so that they can both obtain scholarships and have a shot at the pros after college.
Moreover, students who have language barrier problems, ADD, or otyher challenges have found success with me because we are fighting together against an unfair test designed to deny them access to a better life.
What advice would you give a student looking to hire a teacher in your area of expertise?
I am not the only company that emphasizes strategy, but I am the least expensive.
As to the vast majority of less expensive tutors, they only teach subject matter. They can certainly help a student who needs help with classroom grades, but they are very limited in helping a student obtain an outstanding score on the SAT or ACT.
What questions should students think through before talking to teachers about their needs?
One of my favorite expressions is to "Think in Hebrew."
The Hebrew language is written and read from right to left; we are trained all of our lives to think from left to right.
The great fictional detective, Sherlock Holmes, said, "Anyone with a little training can observe events A, B, and C, and then predict D [what would happen next]. The deeper level of analysis involves observing D and deducing C, B, and A."
The student, when talking about their needs to a teacher, must clearly and precisely ennunciate their end goal and asks about how the PREVIOUS steps are accomplished.