While I take my lead from students’ interest and challenges, there are “high leverage concepts” that are both necessary for life and a foundation for what comes next in school.  These are the concepts I focus on because they build upon each other, unlike others (like learning to tell time) which can be learned without much previous knowledge.  In my work with students we focus on concepts such as: multiplying and dividing numbers within 100, then 1000, adding, subtracting, multiplying, and dividing fractions, and equivalent decimals and percentages, using fractions and ratios to solve word problems (for example, scaling a baking recipe), solving equations with variables, and understanding linear relationships.

I am in the midst of a joyful career in education, tutoring 3rd-11th grade students over the past eight years after teaching in the classroom for 15 years. I have experience with and a passion for teaching and sharing ideas about the world to learners, and a strong knowledge of a wide range of topics in math, writing, organization, and executive functioning. Integrated into my work I have experience and special interest in mindfulness and physical movement to support learning, helping students develop academic and personal confidence and emotional strength, supporting and centering gender queer folks, academic support of learners who have fewer resources and support at home, and supporting students with dyslexia, dysgraphia, and/or executive function challenge.  In addition, I have experience and interest in working with twice exceptional (2e) learners who are on the autism spectrum.

Confidence: It is impossible to learn when we are feeling frustrated, overwhelmed, and flooded by school, and students often find me in this emotional state.  I teach learners by combining a variety of practices with the goal of the student learning both academic content and the deep knowing that they can do it with focus and a positive mindset.  We set goals and develop an action plan together, and then get to it. Depending on the goal, we play games, practice strategies to make retrieving information more efficient, and work through projects, structured writing, problems, and activities that push students at the level they are ready for.  As I bring student’s attention to what they can accomplish independently, students feel successful in their work and gain confidence.  With this confident, growth-mindset ready to go, students can accomplish more than they imagine.

Independence: I guide students to work through challenges as independently as possible because that is where their learning happens. I also know that students often need the right question or piece of feedback to refocus their efforts before frustration overwhelms them.  I have the experience and desire to find that balance with each student so they see that they have the power and resources to direct their own learning.  As students progress, we take the important step of self-reflection to notice how (and why!) there has been strong progress.  In this way students see how they are working more and more independently, and are ready when it’s time for them to move on without me.  My goal is always for my students to learn the content and learn the study skills so they can work independently. 

Fun: Learning is fun, yet many of the students I work with have lost that joy.  When I work with students I help them find the joy of learning by listening to them, giving them work that is accessible and challenging, and ask them questions to guide them in connecting the work to their lives.  Students leave their sessions with me with comments like, “it’s over already?” “that was fun,” and “in tutoring I always feel like I can do it.” Successfully meeting goals, playing games, and feeling known and listened to by a trusted guide is a recipe for fun in learning.  I see my students smile and laugh when we’re together,  and I’m glad that they report that our sessions feel fun.

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I welcome on-going communication from learners and family.  I will assess learners in multiple ways (discussion, projects, written work) depending on the goals of the learner, and (if meeting regularly) will send monthly written progress assessments to the learner and their family.
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My sources are created based on my learner’s needs and my experience.  I am inspired by: Math Fact Fluency by Jennifer Bay-Williams and Gina Kling, Developing Number Knowledge by Wright, Ellemor-Collins, and Tabor, The All Learners Network, Michael Minas Jo Boaler, and my colleagues.