Frequently Asked Questions
Nope! I proudly don't. I believe that you should never be locked into working with a specific tutor because you paid in advance. When you work with us, the hope is that you will like doing so and will find the work helpful, enriching, and even, perhaps, enjoyable. But if for any reason you don't, you should find another tutor who meshes with you better. This is in part for your sake, after all, you should work a tutor you get along with without feeling locked in. It is also, however, for my sake because I love my job. And my job would be way worse if I had students who felt obligated to be there because they had already paid, but thought I was annoying or smelled bad, or had a face they found just plain unpleasant to look at for 2 hours at a time.
Nope! I have a wide variety of students who want to score in a wide variety of ranges. Sometimes I have students who start in the 160's and want to get into the 170's, sometimes I have students who start in the 120's and want to get to the 150's and sometimes I have students who want to get into the 170's from the 140's. All are possible and students of mine have made all of those jumps. I see my job as taking you from where you are to where you want to be, no matter where that is. If you are starting out with essentially no critical thought skills because you haven't been taught them, great, lets build them from the ground up! If you are starting out with some skills but need to improve, great, lets build from wherever you are.
Absolutely! I've had a whole host of students over the years who have had a variety of mental and physical disabilities. Although many of these students have had accommodation by LSAT, many have not. Regardless of whether or not you receive extra time on the test, I consider keeping a flexible teaching style to be especially important for those with disabilities because oftentimes these students do not excel using standard learning styles. My approach to teaching is highly individualized and varies from person to person and this is no different for my students with disabilities. Someone with ADHD or dyslexia may learn very differently than a neurotypical student, so my approach will take into consideration both individual differences between students and the particular ways that their disorder affects them. Although I am not a psychologist, how the mind works fascinates me and how different modes of thought can interact how people think and learn fascinates me and so when I have students who think in a different way I do everything I can to learn about how they think.
Pretty much all of them. The LSAT is an extremely important test and everyone gets nervous, even those who don't think they will. The way that I teach is designed to make the test less anxiety inducing and to relax you when you are taking the test.
Nope! This is why I don't offer package deals, so that if you don't like me, you can find someone who you do like. That being said, the vast majority of my students stick with me and so, ostensibly, they like me!
I do not. I only offer 1 on 1 individualized tutoring. I believe that 1 on 1 tutoring is by far the best way to improve on the LSAT. When teaching critical thought I need to build on what you already have and everyone has built their critical thought to different degrees before they come and work with me. Because of that, group classes work very poorly for teaching critical thought (which is, at base, what the LSAT is testing). I acknowledge that this purist teaching style makes me somewhat snobby and elitist, and I apologize for that. But I really, really love what I do and a big part of that is to see large improvements in critical thought per student and it really does work much better 1 on 1.
I teach in a way which is critical thought based. That is to say I teach what the test is testing, rather than teaching students a way to get around the test. I don’t ascribe to teaching styles that involve using tricks or memorization to solve a problem. This has a whole bunch of advantages. It makes students more confident on the real test, it allows students to improve their scores more, and it allows the time you are studying to actually be meaningful. Critical thought is incredibly important and I urge students to take the time that you have to study for the LSAT anyhow to do so in a way that actually builds an important skill. Critical thinking skills are relevant in all areas of life, so building them during your time studying for the LSAT gives you a skill that will still be valuable once the test is over. Given all of this, one would expect that more teachers would teach in a way that is critical thought based. I believe the reason more don't is because, well, its really hard to teach this way. It involves taking a student, figuring them out, and figuring out the best way to improve their critical thought in a time efficient manner. It's much easier to teach in a one size fits all approach and just get students to memorize concepts rather than build skill and critical thought, so that is what most tutors do.
The rate for working with Larkin 1 on 1 is $375 an hour/$750 for a 2 hour session. If this rate is prohibitively expensive for you, I have a few alternatives. For some students, they just meet with me less frequently. I also offer a limited number of reduced fee sessions for students who are dedicated to public interest work and who are intending to work in public service. If none of those work for you, I do have 2 of my old students who have started tutoring who I refer students to occasionally. One is more experienced and charges $150 an hour, one is less experienced and is $75 an hour. If you are interested in working with either of them or you want to inquire about my availability for low cost public interest tutoring please e-mail me at Larkin@180degreeslsat.com or you can text me at 212-888-5727
I have had many, many students go to all of the T-14 schools (except I don't have many students go to U Chicago for whatever reason), but other than that, a bunch of my old students have gone to Yale, Harvard, Stanford, NYU, Columbia, etc, etc. I have some old, old students who have gone on to do some amazing things. I have old students who are working for Legal Aid in a number of capacities, Cravath, Planned parenthood, Skadden, US Court of Appeals for the 8th Circuit, US Cort of Appeals DC Circuit, a candidate for New York State Senate, US Department of Justice, New York Court of Appeaks, and a whole bunch of different Biglaw firms.
Most students meet with me once a week for 3-4 months. That being said, I work with whatever the students limitations are to make tutoring as effective as possible as quickly as possible. Sometimes students only need to meet with me for a few sessions. Sometimes if someone wants an extreme increase, or to build there critical thinking skills from scratch, it can take much much longer.
To start I didn't really like practicing law. I went to law school for all of the wrong reasons. I was a philosophy major and so had the whole "oh, so you are going to be a barista" idea in my head. Then I took the LSAT after college and did...rather well. So I kind of felt like I had to go to law school and become a lawyer (do NOT go to law school because you feel like you have to). Well I did go to law school (NYU) and planned on practicing public interest law. But along the way I also started teaching and completely fell for teaching. It is just....really fun. You are taking another human being which is an incredibly complex thing as all humans are incredibly complex and trying to figure out how they think and what is the best way of teaching them these incredibly complex ideas. It is always new, it is dynamic, it is psychology, philosophy, sociology, logic and, well, teaching (which isn't a discipline, but it sure as hell should be) combined into one. It is the most interesting, fascinating, rewarding thing I've ever done. If I couldn't teach the LSAT, I'd teach something else, probably philosophy. If I couldn't get hired by a formal school, I'd teach kids philosophy in my living room. If I didn't have a living room, I'd do it on the sidewalk. The real reason I don't practice isn't really because I didn't want to practice (although I didn't, and I don't). The real reason I don't practice law is because I fell in love with teaching.