Services

My services are for any student in Kindergarten through 5th grade that needs a bit of extra support with anything ranging from foundational reading and math, to study skills and organization. Tutoring is for all types of learners, from students with severe learning disabilities struggling to keep up in school, to high achieving students working towards improving their work habits or preparing for standardized tests. My services are always tailored to your needs!

Private Sessions

I offer one-to-one private sessions that focus on the individual needs of your child. From single subject areas to developing strategies for test-taking, sessions are thoughtfully crafted based on intervention plans custom-made for each student. 

Private sessions usually take place in the student's home, however other locations such as public libraries or cafes are also options. 

Small-group Sessions

For the 2016-2017 school year, I am also accepting students for small-group sessions, each with a maximum of four students. 

Group sessions will take place at the workspaces in the Brooklyn Public Library (Grand Army Plaza, Park Slope, or Washington Ave, TBD based on location of interested families).

Why small groups?
Small-group tutoring is a great alternative to private tutoring for many reasons. For one, it allows for guided peer tutoring, an instructional strategy that has been found to result in improved academic achievement for a diversity of learners.1 The benefits of peer tutoring span across all subject areas, particularly mathematics performance and key reading skills. 

Small-group tutoring is also perfect for bringing educational games into the sessions, which is a great way to make reinforcing concepts fun! Students enjoy their valuable learning time while practicing skills in a way that feels more like play and less like work.

1Bowman-Perrott, L., Davis, H., Vannest, K., Williams, L., Greenwood, C., & Parker, R. (2013). Academic benefits of peer tutoring: a meta-analytic review of single-case research. School  Psychology Review42(1), 39-55.