Academic & Behavioral Mentor | Test Prep | Studying Strategies | Support for all Students (including those with Disabilities, ADHD, and Executive Dysfunction)

Find out more about Chelsea

• 1) When did you develop an interest in your chosen field and in private tutoring?

  I’ve been teaching in some form for 15+ years, starting with theatre and creative writing, and eventually branching into academic tutoring. My interest in private tutoring grew from seeing how traditional classroom settings often don’t accommodate students who learn differently—especially those who are at-risk, neurodivergent, or struggling with intellectual/developmental disabilities (ID/DD). My work as a Registered Behavioral Technician (RBT) and Crisis Interventionist deepened my understanding of how to support individuals in high-stress or overwhelming situations, and my 10,000+ hours of work as a Peer Recovery Support Specialist reinforced my commitment to meeting people where they are.
  
  I realized that one-on-one support allows for the flexibility and personalization these students need to truly thrive. Whether it’s helping a student with autism find a study method that clicks, or supporting a student with ADHD in organizing their workload, I’ve always focused on adapting to the student’s needs and helping them build skills that work for them.

• 2) Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  I teach a range of subjects, including:
  
  English (writing, essays, college applications, grants, research)
  Test prep (SAT/ACT, AP exams, study skills)
  Theatre (dramaturgy, acting, playwriting, directing)
  Art (visual arts)
  General learning strategies (organization, time management, executive function, focus strategies, note-taking skills)
  
  I love helping students find their voice—whether it’s in writing, public speaking, or self-advocacy. I also enjoy working on college applications and personal statements, because it’s about more than just grades; it’s about helping students tell their story in a way that feels authentic and compelling.
  
  What I like less are rigid, one-size-fits-all approaches. I’ve seen too many students forced into systems that don’t work for them, and it’s frustrating to watch them struggle when a little flexibility and creativity could make all the difference.

• 3) Did you have any role models; a teacher that inspired you?

  Absolutely. One of my earliest role models was my high school theatre teacher, who taught me the power of active listening, adaptability, and meeting people where they are. Theatre requires collaboration, creativity, getting a little messy, and the ability to think on your feet—skills that have translated directly into my teaching. She showed me how to create a safe space for students to take risks, make mistakes, and grow, and that philosophy has stayed with me.
  
  Additionally, my work as a Crisis Interventionist and Peer Recovery Support Specialist has reinforced the importance of empathy, patience, and non-judgmental support—qualities that define my teaching style today.

• 4) What do you think are the qualities required to be a good tutor?

  The best tutors are:
  
  Patient and adaptable—every student learns differently, and flexibility is key. Meeting a student where they are rather than where a tutor THINKS they should be is so important. Often I hear students struggle to find a tutor who will take the time and effort to meet them halfway. While it takes extra time, it makes the overall process so much more valuable for all.
  Empathetic—understanding where a student is coming from makes all the difference.
  Clear and structured—even when adapting to a student’s style, there needs to be a framework. I like to be as concise as possible rather than dilute important info with too much unnecessary information that could overwhelm a student.
  Passionate about teaching—it’s not just about the subject; it’s about the student. I care about their success in our sessions, in their classes, and beyond. I hope to create lasting impact as I've had the privilege to do in life so far.
  
  Most importantly, a good tutor doesn’t impose their own methods but helps students find what works for them. My background in behavioral support, crisis intervention, and peer recovery has taught me how to tailor my approach to any student’s needs, especially those who’ve been underserved by traditional systems.

• 5) Provide a valuable anecdote related to your subject or your days at school.

  One of my most rewarding experiences was working with an elementary school student at Sarah Dooley Center for Autism. He was disengaged and resistant to learning, especially in English, because he could tell when teachers weren’t truly invested in him—they were just going through the motions. Instead of forcing compliance, I took the time to build trust by connecting with him through his interests, like dinosaurs, while subtly observing his learning style.
  
  We broke down the writing process into small, manageable steps—using visual aids, allowing him to dictate his ideas first, and focusing on his natural strengths in storytelling. Within weeks, he not only completed his assignments but started to enjoy writing. The other teachers were shocked that this was my first day with him, given his typical apathy toward school. It only took a bit of effort, but it made all the difference.
  
  This experience reinforced my belief that success isn’t about fitting into a mold; it’s about finding the right mold for the student. My work as an RBT and Peer Recovery Support Specialist has further strengthened my ability to adapt to diverse learning needs and help students thrive in a way that feels authentic and empowering.

• 6) What were the difficulties or challenges you faced or are still facing in your subject?

  The biggest challenge I face—and work to overcome every day—is helping students break free from rigid ideas of learning and studying. Many students, especially those who’ve struggled in traditional systems, believe there’s only one “right” way to learn, write, or problem-solve. They get stuck in perfectionism, fear of mistakes, or the pressure to perform, which can stifle creativity, confidence, and progress.
  
  My job is to help them see that learning isn’t about getting everything right the first time—it’s about communicating, trying, and adapting. Whether it’s writing an essay, studying for a test, or tackling a new skill, the process is messy, and that’s okay. My background in behavioral support, crisis intervention, and peer recovery has taught me how to meet students where they are, validate their struggles, and gently guide them toward a mindset of curiosity and resilience.
  
  It’s not always easy, but when a student realizes they don’t have to fit into a mold to succeed? That’s when the real breakthroughs happen.

• 7) Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  My passion is the power of human connection—helping students who’ve been overlooked or underserved find their own path to success. I’ve worked with students who were told they’d never graduate, never go to college, or never find a job—and seen them prove the system wrong. That’s what drives me: empowering students to believe in themselves and giving them the tools to do it.
  
  My background in Peer Recovery Support, crisis intervention, and behavioral therapy has reinforced my commitment to meeting people where they are and supporting them in a way that feels safe, non-judgmental, and empowering. Teaching isn’t just about the subject; it’s about building trust, fostering independence, and helping students find their voice—whether in writing, learning, or life.

• 8) What makes you a Superprof (besides answering this interview questions :-P)?

  I’m not here to impose a rigid system. I’m here to listen, adapt, and meet students where they are—whether that’s helping a student with ID/DD find a study method that clicks, or supporting a student with anxiety in building confidence. My 15+ years of experience in teaching, behavioral support, crisis intervention, and peer recovery mean I can tailor my approach to any student’s needs.
  
  And most importantly, I care about the person, not just the grades. I believe in building trust, fostering independence, and helping students find their own voice—whether in writing, learning, or life.