Keila

I have experience working with twice-exceptional (2e) students, both academically gifted and with learning differences. Over the years, I have helped students who excel in creative or analytical areas but may struggle with focus, executive functioning, or processing challenges. I approach 2e learners by identifying their strengths, nurturing their talents, and providing strategies to overcome challenges so they can thrive academically and personally.

Personally, I have navigated my own learning experiences that required creative problem-solving and self-advocacy, which gives me empathy and practical insight into supporting students with 2e profiles. I focus on personalized, flexible teaching methods, breaking down complex concepts, providing structured guidance, and encouraging curiosity. My goal is always to help 2e students feel confident, capable, and excited about learning, while embracing their unique abilities and perspectives.

I have experience working with gifted students, helping them stay challenged, engaged, and motivated while also supporting areas where they may need extra guidance. I focus on tailoring lessons to their advanced abilities, offering enrichment opportunities, encouraging critical thinking, and providing projects that spark curiosity and creativity. I also help gifted students develop organization, time management, and study strategies so their potential translates into real academic success.

Personally, I have navigated advanced academic work myself, which gives me insight into the need for intellectual stimulation while also balancing structure and support. My goal is to help gifted learners thrive both academically and personally, while fostering a love for learning that lasts beyond the classroom.

Not a lot of experience

I have experience working with children with ADHD, supporting them in both academic and executive functioning skills. I focus on keeping lessons structured, interactive, and engaging, using strategies such as breaking tasks into small, manageable steps, incorporating movement or hands-on activities, and using visual aids or timers to maintain focus. I also like to frequently check in with students to celebrate progress and redirect attention when needed, which helps them stay motivated and confident.

Personally, I have navigated challenges with focus and time management in my own learning, which allows me to relate to students with ADHD and provide practical, empathetic strategies. My goal is always to help students build skills, confidence, and a sense of accomplishment, while making learning fun and meaningful.

I have experience working with children on the autism spectrum, supporting them in both academic and social-emotional learning. I focus on creating structured, predictable, and supportive learning environments while tailoring lessons to each child’s interests, strengths, and sensory needs. I use visual aids, clear instructions, and flexible pacing to help students engage fully and feel confident in their abilities.

While I do not identify personally as being on the spectrum, I have helped family members and students navigate learning differences, which has given me insight into the importance of patience, empathy, and individualized strategies. My approach prioritizes understanding each student’s unique perspective, fostering communication, and celebrating progress, no matter how small, to build both confidence and a love for learning.

I have experience working with children with dyslexia, helping them strengthen reading, writing, and language skills while building confidence in their abilities. I focus on breaking tasks into manageable steps, using multi-sensory learning strategies, and providing frequent positive reinforcement to keep students motivated. I also incorporate tools like visual aids, guided reading exercises, and structured practice to make learning more accessible and effective.

While I do not personally have dyslexia, I have supported family members and students who do, which has given me insight into the challenges and the importance of patience, encouragement, and individualized approaches. My goal is always to help students feel capable, proud of their progress, and excited about learning, while tailoring strategies to their unique learning style.

Not a lot of experience

Not a lot of experience