Kemani

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Kemani is a compassionate tutor and psychology major who focuses on listening first and tailoring lessons to each student’s needs. With experience as a paraeducator and after-school tutor, he’s supported students with ADHD, dyslexia, and autism using patient, structured, and interactive methods. His sessions balance guidance and freedom, allowing learners to build confidence at their own pace. Kemani is inspired by his own experience navigating limited academic support as a child and strives to be the mentor he once needed. When not teaching, he enjoys baking, movies, and spending time with his family.

Monday-Friday: 5AM-5PM (Pacific Daylight Time). Occasional Saturdays&Sundays: 5AM-11AM

My approach to teaching always starts with listening. I begin by asking the student where they feel they’re struggling the most. This helps them feel heard and involved in their own learning process. From there, I ask them to bring a few problems they’ve been having trouble with so I can observe how they work through them on their own first. This helps me understand how they think, what methods they’re using, and where they might be getting stuck. I believe in meeting students where they are-- rather than jumping in to show them how to do it right away, I take time to analyze their current understanding and tailor my support based on that. If we need to go back to the basics, that’s totally okay-- my priority is making sure they truly understand before moving forward.

Citrus College
Pasadena City College
University of Santa Barbara
Cal State LA

Refer via vide- Kumon (after school tutoring), Think Together (morning program leader), Paraeducator (teachers assistant)

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Kemani
$85.00 USD

Subject Expertise

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American Goverment
American Goverment
Ancient Greek
Ancient Greek
Ancient History
Ancient History
Art
Art
Arts and Crafts
Arts and Crafts
ASL
ASL
Astronomy
Astronomy
Biology
Biology
Black History
Black History
Cooking
Cooking
Creative Writing
Creative Writing
Creativity
Creativity
Critical Thinking
Critical Thinking
Early Learning
Early Learning
Earth Science
Earth Science

My mission

My mission as a tutor is to be the support I didn’t have growing up. As a kid, I always knew I could learn-- I just needed to do it in my own way and at my own pace. But the school district I was in didn’t always provide extra help like tutoring, so I often had to figure things out by myself. That experience showed me how isolating learning can feel when you don’t have guidance, and I never want another student to feel that way. If I have the opportunity to help someone-- to let them know they don’t have to do it all alone-- I’ll take it every time. Helping a student believe in themselves, even when things feel hard, is what inspires me most.

My Story

I’m currently a Psychology major with a focus on children's mental health and clinical forensic psychology. I live in California and grew up in a community where resources weren’t always easy to come by, especially when it came to education and emotional support. From a young age, I had to navigate learning on my own, and that shaped not just my academic drive but my passion for creating a better world for kids. I believe the way a child learns— and the kind of support they receive-- can shape their confidence for life. That’s why I’m drawn to spaces where I can uplift children, help them feel safe, seen, and capable. In my free time, I love watching movies (especially horror), baking, and spending time with my siblings. My life today is full of learning, growth, and purpose— and tutoring is one way I try to give back what I didn’t always have.

Cognitive Diversity

How I adapt to students with diverse intellectual needs.

As a Psychology major, I deeply understand that no two minds are the same-- students process information differently based on their learning styles, emotional needs, and cognitive development. Some students thrive better by watching and listening, while others learn better through hands on engagement and making their own mistakes. Because of this, I always take a personalized approach to tutoring.

In my sessions, I first try to understand how a student naturally learns-- whether they benefit more from visual demonstrations, repetition, hands on practice, or step by step guidance. For example, instead of just solving the problem for them, I like to use interactive tools (especially in online tutoring) that allow both of us to write and solve in real time. That way, they’re not just watching me work-- they’re actively participating and learning through doing.

For some students, it's most effective to slow things down and start from the very beginning (this was always me as a kid, haha). For others, it’s better to jump in and gently point out where their thought process may have gone off track so they can correct it and move forward. Whether I’m working with a student who has a learning difference or one who is gifted, I focus on creating a safe, adaptable space where they feel supported and seen.

I’ve worked closely with students on the autism spectrum and students with ADHD during my time as a paraeducator in special education classrooms. My approach is rooted in patience and structure. I’ve supported students with a range of needs — from helping with transitions and reducing sensory overload, to keeping them engaged through routine, visual aids, and positive reinforcement. I believe in adjusting the pace and approach based on the student’s comfort, energy levels, and communication style. Whether it’s giving breaks, using timers, or redirecting attention with gentle encouragement, I try to meet each student where they are without pressure.

I’ve worked closely with students on the autism spectrum and students with AS during my time as a paraeducator in special education classrooms. My approach is rooted in patience and structure. I’ve supported students with a range of needs — from helping with transitions and reducing sensory overload, to keeping them engaged through routine, visual aids, and positive reinforcement. I believe in adjusting the pace and approach based on the student’s comfort, energy levels, and communication style. Whether it’s giving breaks, using timers, or redirecting attention with gentle encouragement, I try to meet each student where they are without pressure.

Though I’m not dyslexic myself, I’ve worked with students who are. I focus on keeping lessons patient, phonics-based when needed, and incorporating repetition without making it feel repetitive. I encourage students to read out loud at their own pace and never correct them harshly. I’m big on building confidence and celebrating small wins-- because struggling with reading shouldn’t mean struggling with self esteem

As a paraeducator in special education classrooms, I’ve worked with students who have sensory processing challenges. I’ve learned to notice when a child is overstimulated and provide calm-down strategies like quiet time, movement breaks, or fidget tools. I stay mindful of lighting, noise, and texture-related triggers. The key for me is offering choice and not forcing overstimulation-- some kids need movement, while others need stillness, and that’s okay.

As a paraeducator in special education classrooms, I’ve worked with students who have sensory processing challenges. I’ve learned to notice when a child is overstimulated and provide calm-down strategies like quiet time, movement breaks, or fidget tools. I stay mindful of lighting, noise, and texture-related triggers. The key for me is offering choice and not forcing overstimulation-- some kids need movement, while others need stillness, and that’s okay.

Kemani Sample Lesson

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