Genevieve is a graduate of Columbia University with a degree in Psychology and academic foci of abnormal psychology and child development. She began her teaching journey in Seattle at age __, when she taught her younger sister how to read (through methods certainly not approved by ____). She later would be a teacher’s aide at her ballet school, a counselor in training and eventually a counselor at her theatre camp, and an assistant teacher at a school for students on the Autism spectrum.
Throughout high school and college, Genevieve was a volunteer tutor, assisting her peers in math, English, and Spanish. In college, she volunteered with Youth For Debate teaching debate classes in local public schools. Once she graduated school, she began tutoring alongside auditioning, and found that the two were a perfect match.
Now, Genevieve is an independent tutor with students as young as 3 and all the way up into college. She is a neurodiversity-affirming teacher who believes that students blossom when they feel seen and heard and are having fun. She is currently enrolled in the Bank Street Graduate School studying the Orton-Gillingham approach to teaching early literacy, and is continuously staying up-to-date on the latest teaching strategies.
Throughout high school and college, Genevieve was a volunteer tutor, assisting her peers in math, English, and Spanish. In college, she volunteered with Youth For Debate teaching debate classes in local public schools. Once she graduated school, she began tutoring alongside auditioning, and found that the two were a perfect match.
Now, Genevieve is an independent tutor with students as young as 3 and all the way up into college. She is a neurodiversity-affirming teacher who believes that students blossom when they feel seen and heard and are having fun. She is currently enrolled in the Bank Street Graduate School studying the Orton-Gillingham approach to teaching early literacy, and is continuously staying up-to-date on the latest teaching strategies.