For students
Most teaching is built for the middle of the class. If you understand things quickly, or sideways, or only once they finally click, that room is a bad fit. Being a bad fit is not the same as being bad at the subject.
01 / You may recognise yourself here
01
You know what you should be doing and cannot find a clear first step.
02
You follow the lesson and lose the method the moment the question changes shape.
03
You work well under pressure and barely at all until the deadline feels real.
04
You avoid asking for help because you cannot explain what is actually wrong.
05
You study for hours with no idea whether any of it is working.
06
Repetition bores you and genuinely hard work overwhelms you, often in the same week.
07
People see your ability and assume everything must therefore be easy.
Another student said it this way
“Serenella is patient, very supportive, and has a great way of helping you think through problems.”
Matteo · Student
02 / What a session is like
I will not treat you as a problem to be managed. You and I take real tasks, separate the difficulty of the subject from the way the task happens to be presented, and test explanations and strategies until the work gets clearer. In return you are expected to participate, ask, attempt the work, and tell me honestly what is and is not helping.
Bring anything: a problem set or current topic, an assignment you cannot get into or organise, a concept explained too fast or too mechanically, a study method that is not paying off, an exam or transition ahead of you, a mistake you keep repeating, or a question about how you learn this particular kind of material.
03 / What I will not do
01
Complete assessed work for you.
02
Hand you answers without teaching the reasoning underneath them.
03
Pretend every strategy will work immediately.
04
Talk only to your parent and treat your account of it as secondary.
05
Reduce you to a diagnosis.
06
Expect perfect consistency, or treat a mistake as a moral failure.
Note to self
this is the only page on the site written to the student rather than about them. Keep it that way.
Free resources
01
A short guide to entering an assignment, finding the real task, choosing a first action, and noticing exactly where the process breaks down.
02
Before you choose the formula: identify the question, define what you actually have, select the method, show the reasoning, and check whether the answer is even plausible.
Both are free, both arrive by email, and asking for one is not an application.
Next step
If you are 18 or over you can apply for yourself. If you are younger, a parent or guardian starts it with you. The application still asks about you, and I read your answers, not only theirs.
Serenella Muradore Gallas
Selective one-to-one tutoring for gifted, ADHD and twice-exceptional students, built over years rather than semesters.
Educational support, not clinical care. I do not diagnose, assess, or provide therapy.
© 2026 Serenella Muradore Gallas. All rights reserved.
Online one-to-one tutoring in mathematics and quantitative subjects · Gifted, ADHD and twice-exceptional students