Gant

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Gant is a gifted and empathetic tutor with an early start in higher education—admitted to college at just thirteen years old. Now a pre-law and philosophy student at Hunter College, she combines her deep academic knowledge with personal experience as an autistic and ADHD individual to create a supportive, empowering learning environment. Gant has tutored students from elementary through college in subjects from algebra to philosophy, helping both neurodivergent and gifted learners thrive. When not teaching, she hikes, writes poetry, and spends time with her two cats, who often make guest appearances in her virtual sessions.

Monday: 9am-9pm Eastern Standard Time
Tuesday: No availability
Wednesday: 4:30-10pm Eastern Standard Time
Thursday: 9am-1pm and 5-11pm Eastern Standard Time
Friday: No availability
Saturday 10am-5pm Eastern Standard Time
Sunday: 10am-5pm Eastern Standard Time

I prefer to cater my approach to individual students; working with each as they need. This usually involves a brief period getting to know the student, learn about their goals, their relationship with school and the subjects we'll focus on, and what their strengths/growth areas are. Once that period is finished, I like to work backwards- finding a goal (x score on my SAT's) and finding a way to measure progress towards that. Often I begin with an assessment, and compare the student's expected performance with their actual, and work together to set short term goals to support long term growth. As lessons progress, I make sure to work in a bit of review in every lesson, and encourage my students to ask whatever questions they need to understand. I am a low-tech educator, as most research indicates technological aids to education are more disruptive than assistive, but I make use of slides and of course video sessions.

I am a Pre-Law/Philosophy major at Hunter College with a minor in Sociology. I am self taught in many areas- I began attending college at 13 years of age, and have had a very non-standard educational path. As such, I taught myself mathematics from pre-algebra to calculus; biology, chemistry, and basic physics; and am constantly researching sociological developments, anthropological papers, and government structures. It's fair to say I'm a jack of all trades!

Additionally, I am Microsoft Office certified, Python proficient, and have extensive experience as a retail trainer- if I can get a team of seasonal students to remember the origin and tasting notes of almost 60 coffees, I can help anyone learn anything! I participated in the Nestle YOUth Entrepreneurship Program, and am a camp counselor at several camps in the New York area.

I began my tutoring experience with my siblings- younger and older. I simply loved solving problems, and realized when it came to my older siblings' homework, it was like solving two problems at once- figuring out how to learn the information and teach it effectively. I was chosen for a leadership summit at a summer camp, which started me on a path of education for young children when I was only 12. Additionally, I began attending college at age 13; where I replicated my success in tutoring with peers 18-25 years old who were taking classes I had a working knowledge of. As an adult, I have tutored occasionally, acted as camp counselor and training developer in my corporate retail positions, and overall am always learning and educating.

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Gant
$85.00 USD

Subject Expertise

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Algebra
Algebra
Algebra 2
Algebra 2
American Goverment
American Goverment
Ancient History
Ancient History
Astronomy
Astronomy
Biology
Biology
Black History
Black History
Civics
Civics
Creative Writing
Creative Writing
Creativity
Creativity
Critical Thinking
Critical Thinking
Economics
Economics
ELA
ELA
Ethics
Ethics
Financial Literacy
Financial Literacy

My mission

My great hope is that when I leave the world, the lives I have touched will be better for my presence. This desire informs my approach to everything, but especially education. To teach, to educate, to tutor; this is an opportunity to provide a safe place for a student, to encourage their potential and provide the framework they need to grow sustainably. In a world solely focused on metrics, on fitting a prescribed mold, I want to encourage students to learn their way. Working with families and students, I hope to put independence back into the hands of each of my students, providing them with valuable knowledge and insight on the way.

My Story

As an autistic, transgender girl from Arkansas (with ADHD!); I understand that the current education system lets many children slip through the cracks. I myself dropped out of middle school to attend college- getting my GED and beginning to work and attend university full time. This was not the crowning achievement I expected it to be- 14 years old with two jobs and 15 credit hours a semester is a recipe for disaster. With no support network, no structure, and no real experience to fall back on, I hit rock bottom very young.

Over a decade later, I have rebuilt my life- finding fulfilling work, relationships, and returning to my education with a renewed perspective. I approach every day with joy and gratitude, and am lucky enough to live as my authentic self and work to help others find the same balance. To me, education is more than passing information. It's providing a safe harbor for kids (or learners of any age!) to learn how to be themselves in a world that is only focused on test scores (and, don't worry- I'm confident we can get those up too). These days- I'm an avid hiker, runner, writer, and poet; and I spend my nights cuddled with my cats reading, philosophizing, and above everything- learning.

Cognitive Diversity

How I adapt to students with diverse intellectual needs.

As a trans woman with Autism and ADHD, I know that classrooms can be challenging or even hostile for those who experience the world differently than the mode. I tend to prefer working with those who have overlapping experiences, as I feel I can offer a unique perspective and empathy that lets me tailor my tutoring for the individual's needs. Additionally, as a gifted child who was given no structuring, I understand how excelling in school can be as detrimental as falling behind; and I pride myself in serving as a stable structure for high-achieving students who may otherwise become disinterested in the education process.

I am autistic and have ADHD, and overperformed in school in a way that was detrimental to my long term health. I had no structures, and was miserable in school, so I dropped out and went to college. The financial and social burden this created actually ended up holding me back more; and in my work with 2e children, I strive to provide a sense of structure.

I would consider myself a gifted/profoundly gifted child, with a 36 on my ACT and entering college at 13 years old. I am proud of my accomplishments, but also with hindsight can see how the pursuit of flashy "wins" detracted from my lived experience. I believe gifted children desperately need structure, challenge, and realistic goals; and it's important to help them realize their potential in an environment that acknowledges the person behind the talent.

I would consider myself a gifted/profoundly gifted child, with a 36 on my ACT and entering college at 13 years old. I am proud of my accomplishments, but also with hindsight can see how the pursuit of flashy "wins" detracted from my lived experience. I believe gifted children desperately need structure, challenge, and realistic goals; and it's important to help them realize their potential in an environment that acknowledges the person behind the talent.

As someone who has struggled with late-diagnosed ADHD, both treated and untreated across my life; I understand the need to engage differently with ADHD children. I implement structured goals, rewards, and a dopamine detox as part of my lesson structures, and have offered general coaching on how to manage studies with ADHD.

I am an autistic woman myself. The structures of school seemed arbitrary and boring, or confusing. In my experience tutoring, I have primarily worked with autistic kids; I find that my empathy towards the difference in cognition allows me more flexibility to adapt my course material in ways beneficial to the neurodivergent.

Two of my younger siblings are dyslexic, and I helped them both with learning the alphabet, as well as got them much more comfortable reading. I encourage kids to slow down, and teach visual tricks to connect complex sounds or frequently swapped letters with their correct spellings.

As an autistic woman, I experience sensory overwhelm regularly, and have auditory processing disorder. I am compassionate and patient, and happy to change aspects of the environment or lesson procedure to accommodate the needs of any student.

As an autistic woman, I experience sensory overwhelm regularly, and have auditory processing disorder. I am compassionate and patient, and happy to change aspects of the environment or lesson procedure to accommodate the needs of any student.

Gant Sample Lesson

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