My Teaching Philosophy

I’m in the unusual position of being able to zero in on young writers from my own vantage point outside the strictures of an institution. I come to the job as a writer and not a classroom teacher, though I work closely with teachers and learning specialists.

As a writing specialist with over twenty years’ experience, I’ve excelled in resolving writing problems for public and private school students in the Puget Sound region. I believe all individuals deserve to trust their own voice while expressing themselves with clarity and precision. I teach writing to help others organize their thinking and develop critical analytic tools that empower them to communicate their own ideas.

Is “getting started” the most difficult aspect of a writing project for your child?

Is your child an anxious but willing writer?

Is your child overwhelmed by details of a writing project and unable to see the big picture?

Does your child have diagnosed learning disabilities that affect his success in school?

These are concerns I address in my writing tutorials. I customize my instruction to suit the thinking style of every child while teaching them specific writing techniques. I determine how a student approaches problems with writing and then design solutions. Once students understand the “why” of a problem, resistance to the writing process shifts. My clients consistently become more confident, less anxious writers.

My perspective is flavored by years of independent research and by my work with artists. Working closely with artists taught me that creative solutions to difficult problems are often intuited under the right circumstances. This lesson has served me well. Intuition, compassion for a student’s vulnerability, and a belief in mastery fuel my work with my students.

I teach average and high-functioning writing students as well as those diagnosed with learning disabilities, including ADHD, dyslexia, and executive function and processing issues. My student clients range in age from third grade through high school. With parents of elementary and middle school students, I often act as a bridge between them and their children’s schools and learning specialists.

Elementary age students learn to organize strong paragraphs and five-paragraph essays. Middle school students develop better critical thinking skills and learn to organize complex writing assignments. High school students become adept at deconstructing complex ideas, write more coherent and in-depth literary or historical analyses, and master efficient research methodology.