Education is not preparation for life; education is life itself.
— John Dewey

We come into the world hungry to learn.  

From the moment the mind awakens, it yearns to explore the world,  to make discoveries, to understand itself.  This is our birthright, and it is at the core of what makes us human. Within each of us is a sense of wonder and an innate competence: we are born learners.  



My goal is for my students

to think critically,

to inquire deeply, 

to feel self-reliant,

and to find joy in learning.


As an academic coach, my goal is to support students in seizing this intrinsic motivation.

People are integral to the experience of learning.  When we connect with others, knowledge flows.  Personal relationships are at the heart of what helps us to learn, to stretch, and to grow, and to carry our successes into the future.    

I see every day that one-on-one dialogue and rapport have an invaluable ability to inspire the mind and to nurture a deep and abiding thirst for knowledge.  This is what I love most about my coaching work.

I believe that learning can and should be one of life's greatest pleasures.

It is not that I’m so smart. But I stay with the questions much longer.
— Albert Einstein

The kind of learning that leads to achievement, self-reliance, and lifelong education is driven by a growth mindset.  I want my students to see learning as a process of question-asking and problem-solving, and to see failures as an inevitable–and invaluable–part of that process.  When encountered along a path driven by intrinsic motivation and seen through the lens of growth, failures, obstacles, criticism, and setbacks become positive learning experiences.  When we learn to embrace them rather than shy away from them, our blunders and missteps become our most potent moments.  

I see success when a student is thriving in a broad sense and feeling invigorated about learning. 

In the spirit of the growth mindset, I use neither fixed, pre-set methods nor fixed, pre-set measures of success.  Grades and scores are only a part of the story.  I believe that it is a disservice for a teacher to place greater value on a veneer of success than on authentic, deeply felt accomplishments.  When evaluating progress, I am looking to the whole student.  Are his or her feelings of motivation, self-reliance, and confidence growing?  Is he or she able to formulate goals and to conceive of a path to them?  When challenges and complications arise, does he or she feel competent to persist and to work through them?  Is Is he or she developing grit and resilience?  Is he or she understanding himself or herself more keenly as a learner?

My mission is to support students in taking charge of their own educations.  

I believe that when we learn well, we live well. 

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