The first session is highly individualized and depends entirely on the student's needs and background. I consider everything from their academic starting point to their feelings and thought processes.

I often begin by modeling approaches and concepts myself, which puts less pressure on the student and allows me to demonstrate my teaching methods. My goal is to gauge my teaching style to match their learning style while identifying strategies I can add to their academic toolkit.

I take a collaborative, responsive approach to progress reporting. When parents inquire, I provide detailed, nuanced feedback that goes beyond simple metrics—painting an impressionistic picture that captures the subtleties of how a student is developing as a thinker and learner.

I typically see students once a week, which the vast majority of my clients choose. In the interest of full transparency, I've observed over 25 years that twice-weekly sessions often accelerate progress significantly. However, most families choose once-weekly sessions for perfectly valid reasons.

The duration varies significantly. I've worked with some students for just a single session, while others I've supported from Duke TIP in middle school through college—relationships spanning many years. For SAT preparation, most students work with me for a few months to about a year.

Yes, I have extensive experience working with students who have ADHD, dyslexia, anxiety, and other learning differences. This experience has been both professional and personal—my wife is a certified Orton-Gillingham reading specialist, and our son has dyslexia.

Cancellations made more than 24 hours in advance incur no charge. For cancellations within 24 hours, there is a $50 fee if I can fill the slot, or the full session fee if not. No-show appointments are billed at the full rate.