Racquel

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Racquel is a veteran teacher and writing instructor with more than 20 years of experience in classrooms, alternative schooling, and college settings. She helps students in grades 3–12 and beyond with reading, writing, literature, and study skills, including credit recovery and independent study. Racquel’s approach is grounded in relationship and respect; she knows that many of her students have experienced school anxiety, burnout, or mismatch, and she works to create a space where learners can exhale and start again. Sessions focus on practical strategies—breaking tasks into smaller steps, organizing ideas, building reading stamina—while also honoring a student’s unique voice and wiring. Racquel has extensive experience supporting autistic, ADHD, and twice-exceptional learners and is comfortable collaborating with families around accommodations and communication with schools. Outside of teaching, she is a devoted animal lover, a writer, and a proud parent and grandparent.

Monday: 7am–8am and 5pm–8pm Arizona Time
Tuesday: 7am–8am and 5pm–8pm Arizona Time
Wednesday: 7am–8am and 5pm–8pm Arizona Time
Thursday: 7am–8am and 5pm–8pm Arizona Time
Friday: 7am–8am and 5pm–8pm Arizona Time
Saturday: 7am–7pm Arizona Time
Sunday: 7am–7pm Arizona Time

My approach to teaching is relationship-centered, structured, and highly adaptive. I believe students learn best when they feel safe, understood, and supported, so I always begin by building trust and getting to know each learner’s strengths, challenges, and interests. I focus on making learning clear, manageable, and engaging through scaffolding, modeling, and step-by-step guidance. I use multiple strategies; visual cues, repetition, checklists, movement, real-world examples, and creativity to help students truly understand content rather than memorize it. My goal is always to help students gain confidence, independence, and a genuine belief that they can be successful.

I earned my bachelor’s degree in Education and began my teaching career in 2003. Over the years, I have taught 5th grade, 6th grade, 8th grade English, and high school English Language Arts for juniors and seniors. I also taught a college-level writing course through Eastern Arizona College at their San Carlos satellite campus. I have been a school administrator since the 2016–2017 school year, working in curriculum, instruction, accreditation, teacher development, and student support.

I have more than twenty years of direct experience supporting students one-on-one and in small groups, both inside and outside the classroom. Throughout my career, I’ve regularly tutored students in English, writing, reading comprehension, academic organization, and credit recovery. I’ve also helped countless students prepare for state testing, college-level writing, and GED-related English skills. In addition to my professional experience, I frequently help friends and family members with writing, school assignments, and study skills.

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Racquel
$85.00 USD

Subject Expertise

View all collections
ELA
ELA
ESL
ESL
Humanities
Humanities
IB English
IB English
Writing
Writing

My mission

My mission is to help students feel capable, understood, and confident in their ability to learn. I have spent more than twenty years in education, and the most meaningful part of my work has always been the one-on-one moments when a student finally feels seen and supported. Tutoring allows me to focus deeply on each child’s strengths, interests, and challenges, and to give them tools that truly fit the way their mind works.
I am inspired to tutor because I know what a difference the right support can make. I love building relationships with students, helping them break down overwhelming tasks, and watching their confidence grow as learning becomes less stressful and more manageable. Seeing a student go from “I can’t do this” to “I’m proud of myself” is what keeps me passionate about this work. My mission is to bring encouragement, structure, and hope to every learner I meet.

My Story

I grew up in Arizona and have spent more than twenty years working with students in roles ranging from classroom teacher to school administrator. I’ve always been passionate about helping learners who need structure, reassurance, and personalized support, especially after navigating learning differences within my own family. That experience shaped my belief that every child deserves someone who understands how their mind works.

I still live in Arizona, and my eldest son, daughter-in-law, and granddaughter now live in Nashville, which gives me an extra reason to travel and stay connected. Outside of work, I love being outdoors, spending time with family, and exploring new places.

At my core, I’m someone who believes in encouragement, patience, and building confidence. That’s what inspires me to keep working one-on-one with students and supporting families.

Cognitive Diversity

How I adapt to students with diverse intellectual needs.

I deeply believe in honoring the way each student’s brain works. I’ve worked with students who are gifted, twice-exceptional, ADHD, autistic, anxious, or who need additional structure and encouragement. I personalize lessons by breaking tasks into smaller steps, teaching routines, offering visual supports, and adjusting pacing to match the student’s needs.

I am also a parent of a child with learning differences, so I understand the importance of patience, flexibility, and celebrating small victories. That personal experience helps me connect with families and students in a genuine, supportive way. My goal is always to help students discover strategies that fit their brain, not force them into a one-size-fits-all system.

I have extensive experience working with twice-exceptional (2e) students throughout my twenty-plus years in education. Many of the students I’ve supported have been both gifted and navigating learning differences such as ADHD, anxiety, or processing challenges. I’ve learned that 2e learners thrive when their strengths are celebrated just as much as their areas of need are supported, so I focus on building confidence, offering structure, and providing strategies that genuinely work for their unique learning profile.

I have worked with gifted learners across multiple grade levels, including students who are both gifted and navigating other learning differences. My experience has taught me that gifted students thrive when they are challenged, given choice, and encouraged to explore their interests deeply. I provide enrichment, higher-level questioning, creative projects, and opportunities for independent thinking so they can stretch their abilities in meaningful ways. I also focus on supporting the emotional and executive functioning needs that sometimes come with giftedness, helping students develop balance, confidence, and healthy academic habits.

I have extensive experience working with students with ADHD across elementary, middle, and high school. Many of the learners I’ve supported are bright, creative, and energetic, and they do best with structure, patience, and clear routines. I also have personal experience supporting ADHD within my own family, which helps me connect with students and understand their needs.

For online sessions, I use strategies that keep students engaged and regulated. I break tasks into small steps, use checklists and timers, build in short movement breaks, and keep activities varied. I also bring in student interests to make learning meaningful and celebrate small wins to help build confidence.

My goal is to help students with ADHD feel understood and capable so they can stay focused and make progress.

I have worked with many students on the autism spectrum throughout my career as both a classroom teacher and a school administrator. My experience includes supporting autistic learners with a wide range of needs from highly independent students who simply benefit from clear routines, to students who need more individualized support, sensory awareness, or communication scaffolds.

My approach is always to begin by understanding the child’s strengths, interests, and comfort levels. I tailor instruction using structure, visual cues, predictable routines, and step-by-step modeling, while also giving space for flexibility when a student needs it. I’ve found that autistic students thrive when expectations are clear, transitions are supported, and learning feels safe and encouraging.

I also have personal experience supporting neurodivergence within my own family, which has made me especially patient, understanding, and invested in helping each child feel successful in their own way. I believe autistic learners bring incredible insight, creativity, and honesty to the learning process, and I love helping them build confidence and independence.

I have worked with many students who experience sensory processing challenges, both in the classroom and in one-on-one support settings. My approach is to create a predictable, calm environment and adjust the pace, transitions, and expectations based on how the student is regulating in the moment. I use strategies like offering movement breaks, reducing visual or auditory overload, providing clear routines, and breaking tasks into small steps.
I also have personal experience supporting sensory needs within my own family, which has helped me develop patience, understanding, and a strong awareness of how sensory overload can affect learning. My goal is always to help students feel safe, comfortable, and confident so they can fully engage in the learning process.

I have worked with many students who experience sensory processing challenges, both in the classroom and in one-on-one support settings. My approach is to create a predictable, calm environment and adjust the pace, transitions, and expectations based on how the student is regulating in the moment. I use strategies like offering movement breaks, reducing visual or auditory overload, providing clear routines, and breaking tasks into small steps.
I also have personal experience supporting sensory needs within my own family, which has helped me develop patience, understanding, and a strong awareness of how sensory overload can affect learning. My goal is always to help students feel safe, comfortable, and confident so they can fully engage in the learning process.

Racquel Sample Lesson

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