It is my top priority to provide a positive, exciting, supportive, fun, nurturing, and interactive environment where students feel safe and empowered by education.

I am a Big believer in encouragement and positive reinforcement. I am consistently early and prepared. My education includes a Bachelor of Arts degree in Psychology from Claremont McKenna College and Postgraduate work in Marketing at Claremont Graduate School, with a focus on Behavioral Psychology that included working with Children with Autism in healthcare and home settings.

I have held positions in Training and Educational Development for decades and received numerous awards for the curricula and educational plans I developed and presented. I have a substitute teaching license and both premise and virtual ESL teaching credentials. I have taught hundreds of classes to elementary school children in virtual one-on-one and group sessions of up to ten children. Professionally, I have trained and given presentations to executives on three continents, including North America, Asia, and Europe.

I am a native of California. For a year, teaching English as a Second Language to children (pro bono).

I have started several technology companies and a Distance Learning Tutorial School during the pandemic, focused on Math and ELA for 3rd, 4th, and 5th Grades. I entered teaching because of my passion to contribute to the enrichment and education of children and support the careers of adults. Furthermore, it has become increasingly clear that a one-on-one or small class environment is ideal for Elementary and Secondary School Students to achieve their full potential.

An often-neglected aspect of tutoring or teaching, in general, is the awareness of a child's confidence. This is reflected in class participation, which in turn can result in poor assessments. Before my year in Mexico City, I was tutoring a group of 10 elementary children. In participation sessions, I could see the answers forming in the girls' minds, yet they would not shout the answer. Their grades were all in the "B" category. With the parents' approval, I started a "Girl Power" session after their standard class and our tutoring schedule (twice a week for an hour), once a week. The results were immediate. Within two weeks, all the girls were participating, and grades jumped to "A's". I fully encourage Parents to participate in the curriculum, certainly observe or be in "earshot" of initial sessions, and feel welcome to suggest ideas they believe will benefit the educational experience.

I would like to point out that reputable sources are now recommending that children begin their AI exploration as early as preschool.

Thank You!