Every student begins with an in-depth assessment. We identify strengths, bottlenecks, motivation, executive functioning, and learning style — then build a bespoke learning plan that we continuously refine as we go. No generic curriculum, no one-size-fits-all pacing.
Most tutoring optimizes for the next test. Mine optimizes for whether the concept actually sticks — and whether the student leaves the session more confident, not just more caught up. That distinction matters more for ADHD and twice-exceptional students than for anyone else: confidence and interest are the fuel; without them, the same material has to be re-taught over and over.
I don't solve exercises for students. I explain the theory and the logic behind the concepts — the shortcuts that go beyond the traditional method — then let the student work through problems independently, and we review and discuss the solutions together afterward. It's active learning: the student builds the muscle of figuring things out, instead of just watching me do it.
Bright, easily-bored students disengage fast from passive explanation. Giving them room to work things out themselves — with just enough structure to not get lost — keeps the task interesting instead of tedious. For students who also struggle with organization or follow-through, I build that scaffolding directly into the session, instead of assuming it'll happen on its own between meetings.
We start by understanding the student's current system: what they understand quickly, where they lose time or accuracy, what happens when a task feels easy, hard, or ambiguous, and how they currently plan, study, and check their work. The purpose is educational planning, not clinical diagnosis.
Three students all “rush through math.” One is bored because the work is too easy. One is anxious and wants to escape uncertainty. One loses the intermediate steps from working memory. The visible behavior looks the same, but the fix is different: more challenge, emotional pacing, or externalized step tracking.
At first, a student may need a checklist, a timer, or a verbal prompt. These aren't signs of failure, they're temporary supports. Over time, we check whether the student can choose and use the support on their own, and gradually reduce it.
We classify mistakes: conceptual misunderstanding, skipped instruction, transcription error, rushed reasoning, weak recall. “Be more careful” is too vague to act on. “Circle the sign before moving the term, then compare the final line to the original equation” gives the student something repeatable.
Explain the underlying logic, not just the steps to memorize
Student works through problems independently, in the room or on the call
We review the work together — mistakes become the teaching moment, not a red mark to avoid
Sessions run online, with an iPad for real-time interactive notes, on whatever schedule actually works for the family