Expert tutoring, coaching, and classes

with an emphasis on stress reduction and confidence building.​

Help your child move from struggling to successful.

 

With 18 years of experience working with students in all grades, Katrina is an expert tutor who can help your child succeed. Her tutoring enables children to move through fear and resistance to feel more confident and comfortable with school.

 

Confidence Building

Stress Reduction

Study Skills

Reading Intervention

Meet Katrina Martin, MA

 

Katrina has 18 years of experience as a tutor.

 

Her passion is to help students feel more confident and calm about school. She does this through academic coaching and tutoring, both of which include a combination of mindfulness techniques as well as practical tools that students can incorporate into their lives.​

Frequently Asked Questions

What is your rate? 

Generally, services cost $90 per hour. See the tutoring page for more information.

 

 

Where does tutoring and coaching take place? 

For those in the Burlington area, sessions take place at your child’s school or in a library or coffee shop. Sometimes sessions take place in your home as well, depending on location. Online sessions are also available via Skype, FaceTime, or Google Hangouts for those who have complicated schedules or live outside the Burlington metro area. Contact me to find out which option would be a good fit for your student.

Contact Katrina

 

Get a free consultation today!

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How to Talk to Teens​

If you have a teenager in the house, you know that sometimes it is challenging to talk with them. One moment they are people of few words, while other times they display lots of emotion that can erupt in outbursts. They enjoy testing boundaries and often trust what their friends say more than what the adults in their life tell them. When a teen has ADHD, these patterns can be heightened. So, what is a parent, or someone who works with teens, to do? I found this article from ADDitude magazine helpful. I'll share a few of the tips here; for the rest, click through to the full article. One tip I really appreciated was to share specific praise rather than global praise. For example, rather than saying, "You're a great writer," it is much more meaningful to tell the teen something explicit, like, "I appreciate that you took the time to research your topic well and find compelling evidence for your thesis." I think any of us appreciate thoughtful compliments that show we are really paying attention to others. Along these same lines, I also liked the advice to ask instead of ordering. It looks like this: rather than ordering a student to get their biology project finished by Sunday night, ask them what their plan is for getting it done. If they respond with something like, "I have it under control," ask what specific steps they will be doing. If it seems like they are stalling or hedging, offer to help them write down a plan they can follow. For more along these lines, I highly recommend Dr. Dan Siegel's book Brainstorm. ​

Making Homework Easier

No one likes homework, but it's a part of life for most students once they hit middle school. Homework can be especially tricky for students with ADHD or executive function struggles, and I advise parents to take an active role, in conjunction with myself or another academic support person, to set up systems and tools that will work for students and then scaffold the help as the school year goes on. That might look something like this: 1. During the first few weeks of school, show or remind students how to use their planner. Either use the one from the school or find one that is a better match for your student. Sit down with them each night to cross-reference their planner with the online school portal or teacher web sites, if your child's school uses them. 2. Ask not only about homework due the next day, but also homework due in a few days or the next week. Check to see if any long-term projects have been assigned or if there is a test or quiz coming up. 3. If your child isn't writing down complete information (they wrote the name of the book to read, but not the page numbers) help them figure out strategies to find the missing information. This might be emailing their teacher, texting a friend, or looking at the school's online portal. Remind them that getting all the information the first time will save time having to hunt it down after school. 4. Ask your child to keep a timer as they work on each task and record how much time it took them to do a particular task. This will give you both a good idea of how long things take. You may want to be in the vicinity for the first few times they do this so you can monitor their focus, especially if they are younger. Once you have a baseline, you can help them understand how to plan their time. The planner can now be used not just to write down what is due and what is upcoming, but also to block out time for tasks based on how long they take. This begins to take the guess work out of how long homework will take and makes planning easier, especially for long-term assignments. 5. Follow up about assignments that were supposed to be turned in. The online portal helps with this. When I work with a student, I track what is turned in and if it is turned in on time or late. Then I can talk with the student about what might have happened if an assignment is late, and come up with strategies with the student to help curb late assignments. 6. After a month (or perhaps longer, based on your sense of the student's needs), you can start to back off of checking in with all of these things daily. Maybe check in three times a week. If you start to notice slipping, go back to daily. A couple of notes about this. First, I hear from many parents that when they try to do these kinds of things with their child, their child balks. If you don't already have me on your team, this would be a good time to call me up and see if I could help. Or, see if there is someone at your child's school who could offer assistance. Having another adult in the mix can really help. Second, many parents say they don't want to do too much hand-holding. I often say that if a student doesn't do something it is often because they don't really know how, but don't want to admit it. Teaching them how to manage their time and plan ahead can be a good first step, and knowing when to help and when to leave them on their own is not an exact science. It can take some trial and error, and it often takes longer than you might expect. I am happy to support you with figuring out when to be involved and when to let go. ​

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