Academic Tutoring, Test Prep, Executive Functioning, Study Skills, and ADHD Support.
Serving elementary school, middle school, high school, and college students.

With 25 years of experience, Tutoring is available in most subjects, ranging from basic reading to organic chemistry.

Neurodivergent students welcome! Expertise in working with 2e students including those with ADHD, dyslexia, anxiety and autism. Continuing Education in ADHD support through CHADD and studies in psychology.

For a free Consultation

216.260.4041

SERVICES

Academic Tutoring

Elementary School – College

Tutoring

ADHD & Executive Function Support

Age 4 – College

COACHING

Teaching Philosophy At its best, learning is a joyful and curiosity-based process. I teach to the whole child, instilling confidence and understanding, while explaining the subject matter at hand. I guide students to ask “why?” and “how?”, helping them develop the logic to pursue and uncover their own answers. I am experienced in working with many different ages, learning styles, abilities, and needs. I have a concentration in psychology, and years of experience working with neurodivergent and special needs students. Besides higher grades and better understanding of subject matter, my goal for my students is to help them uncover how they best learn, so that they become self-reliant during their school years and beyond.

ADHD Academic Coaching Philosophy: As more information becomes available, we acquire better tools for ADHD students. I help students develop their abilities to break down difficult tasks, calm emotional overwhelm, create positive self-talk, use and advocate for kinesthetic learning and fidget devices, build their own organizational systems with calendars and routines, learn about their physiological stress responses and put words to difficult feelings so that school becomes less stressful. My approach is fluid and I am able to combine coaching with particular subject matter.

Many of my ADHD students are extremely creative and have figured out work arounds and coping strategies. We work together to keep and augment the strategies that are serving them while discarding less successful coping mechanisms. Example: while some of my students may struggle with academics, many of them are masters at observing human behavior and have learned to either be invisible in class, or use vocal intonations of teachers and adults to guess the correct answer. One of my very clever 3rd graders invented her own version of algebra so that she could use addition instead of learning subtraction. We work to instill the confidence to ask questions be seen, and be flexible when learning new subject matter.