Instruction and Philosophy

If you’ve reached my website, it means you have a child that is in need of more than what they are getting from their experiences each day in school. They need more exclusive attention, a different approach, targeted but quick and palatable assessments to define their gaps in understanding. They need someone who is interested in who they are as a unique individual in order to tailor lessons and experiences that suit their personality, along with their unique academic needs.

This type of compassionate and deeply individualized reading and writing instruction is what I provide. All students benefit from this kind of focused attention. This means that although I work with students with varying levels of dyslexia and other intensive remedial instruction, I also work with gifted students who need higher level reading and writing challenges.

This process of discovery takes time and effort on the part of myself and the student. I am here to facilitate learning in a new and different way than they may have experienced before. This will require students to speak up about what gives them joy when learning as well as what makes them want to shut down. I ask lots of questions in the beginning and throughout our time together to help guide our learning. From here, I create learning experiences that incorporate what they enjoy while reaching and extending their individual academic needs and potential.

Building rapport and trust with a student takes time, but once achieved, learning takes place in a deeper, more seamless way. It is my goal to develop this type of relationship with each and every student I work with. It is my job to coax out the confident and capable learner that has been there all along. All lessons are individual to each student and are created with their specific needs in mind. Together, we build a life-long love of reading and writing that will extend beyond our time together.

“Learning should spark joy, not frustration. Together, we’ll build skills, confidence, and a love of literacy.”