I offer receptive and encouraging academic guidance to individual high school students who want to make academic progress while braving the challenges of Anxiety, Depression, ADD or Aspergers Syndrome.

I also work with other high school students who need better ways to manage their studies.

My enthusiastic attention to each student's own thinking and ideas motivates personal engagement in high school classes. When school projects, homework or missed class work accumulate as undone chores, I transform this work into more appealing, high-interest learning experience. When high school work happens at a pace that builds confidence and effort feels worthwhile, much needed feelings of self accomplishment take hold!

My experience with these students in programs offered in individual Twin City Metro Area High Schools ranges across curriculum and class options. I support both traditional and Advanced Placement classes. I also work with International Baccalaureate and private school programs. Experience in teacher professional development for curriculum and instruction gives me in-depth understanding of what each high school teacher is trying to accomplish in a specific class. It's easy for me to interpret web-based assignment descriptions to make them doable and enticing for all students.

Academic progress builds through two vital frameworks for adolescent centered learning in high school: progress monitoring and content area reading and writing strategies.

Progress monitoring is an adolescent centered form for goal setting, problem identification and solution, planning and organization. Students learn metacognitive strategies that help them launch, maintain and evaluate their own progress in their studies. These are the tools to take them into life beyond high school.

Content area reading, writing and study strategies are the building blocks of all high school learning. These strategies develop higher-level thinking processes that enable students to absorb and understand information and ideas.

Progress Monitoring builds executive functioning skills and strategies!

With me, each student designs their own progress monitoring plan to organize and keep track of personal learning over time.

The first step is to have each student identify and voice their own perceptions of what might be holding them back with their high school work. Is it distraction, procrastination, or forgetfulness?

Is it hard to get motivated? When is the work too hard? What about a specific task is frustrating? We identify each hurdle and then work on a way to jump over it!

A student learns to assign specific school work tasks to a particular time and place in a schedule that allows time for social activities and personal relaxation.

Self-checking teacher responses to completed work helps a student learn to evaluate personal progress and decide what they need to do to improve or maintain it.

Content Area Reading, Writing and Study Strategies build reflective reasoning abilities.

I invite a student's own thinking. The chance to form and express an opinion is the best incentive adolescents have for using reading and writing to express understanding.

Research based work with their learning shows that adolescents learn content better by rephrasing it in their own language. As each reads or writes, I think out loud along with them to help develop and support their reasoning.

Adolescents naturally excel at creative or personal writing. Expository writing is usually harder. I teach a student to first bullet list what they will write into each group of paragraphs in a specific paper or essay. That way, context specific information is right in place for them to develop.

High school English teachers want critical thinking! I teach critical thinking as reading, writing and speaking from more than one point of view.

In my work with adolescents, I apply what I've taught to their teachers about the NIMH (National Institute of Mental Health) research on adolescent brain development. For high school students, affect (emotions) and cognition (thinking) interact more closely and strongly than they do for adults. When it is temporarily, emotionally difficult for a high school student to be self-motivated to learn, that source of motivation needs to come out of authentic rapport with a teacher around content that becomes mutually enjoyable. Adolescents need to be seen as capable and interesting thinkers, even and especially when they are not currently producing what will later become their best work.