I bring over 20 years of experience teaching middle and high school students, primarily in the social sciences and humanities. I hold a Bachelor’s degree in Secondary Education and have completed more than 20 graduate-level credits in history and social science coursework. Over the years, I’ve taught students in grades 7–12 subjects including U.S. History, World History, Economics, Psychology, Holocaust Studies, and multiple AP-level courses. I’ve worked with all kinds of...
I bring over 20 years of experience teaching middle and high school students, primarily in the social sciences and humanities. I hold a Bachelor’s degree in Secondary Education and have completed more than 20 graduate-level credits in history and social science coursework. Over the years, I’ve taught students in grades 7–12 subjects including U.S. History, World History, Economics, Psychology, Holocaust Studies, and multiple AP-level courses. I’ve worked with all kinds of learners—high-achieving, overwhelmed, neurodiverse, reluctant, and everything in between—and I genuinely enjoy figuring out how each student learns best.
My most recent teaching role was with U.S. Performance Academy, an online school serving high-performance student athletes. There, I taught high school history and social science courses in an asynchronous environment and supported students balancing intense training schedules with academic expectations. Prior to that, I spent many years teaching in traditional middle and high school classrooms, as well as working one-on-one with students who needed additional academic support. Along the way, I’ve been involved in curriculum development, mentoring new teachers, and helping students strengthen skills such as reading comprehension, writing, organization, and critical thinking.
As a tutor, my approach is practical, supportive, and very human. I focus on helping students understand the “why” behind the material—not just memorizing facts to survive the next test. I break concepts into manageable pieces, use real-world connections to make content stick, and adapt my approach to fit each student’s needs. I also understand that learning can feel overwhelming at times, and I work intentionally to create a calm, encouraging space where students can think clearly, ask questions, and build confidence at their own pace. Learning is challenging enough on its own; my goal is to make it clearer, less intimidating, and maybe even a little enjoyable along the way.
