I was an average student.
I scribbled down my homework in the bathroom once I realized the teacher would be collecting it. I floated by on good grades in subjects that I loved like English and History, but I had trouble concentrating on subjects that failed to interest me, and I couldn’t bring myself to study material that bored me.
I once failed a chemistry exam.
Whenever I applied myself, I got stellar grades; however, when I forgot to hand things in or was distracted, I sometimes earned low marks, which reflected my effort level, rather than my potential as a student.
I had always loved learning, which was why I loved reading so much. The same enthusiasm did not always manifest in my attitude towards school. The difference? I was in charge of the books that I chose in my free time, while I didn’t usually have that control in school.
It took me years to adapt and collect techniques that created an optimal learning environment (a philosophy I apply to all of my students, present and past): I have an entire system in place (screenshots, alarm bells, timers, post-its, you name it), to ensure that I avoid making the same mistakes I made as a student. And, of course, I still make mistakes.
When I was an adult, I went for an evaluation and discovered that I had Inattentive Attention Deficit Disorder: I understand now why certain aspects of school had been so hard, and why organizing my life was harder at times.
My ‘superpower’ of reading books and getting essays done at the very last minute came from hyperfocus: the ability to absorb large amounts of information in a short period of time with a steady focus. I enjoyed research and therefore enjoyed researching papers. If someone interrupted me when I was (or am) in the throes of hyperfocus, I get irritable. It’s why I can read novels in one sitting.
All to say that once I learned how to learn, I flew.
I’ve worked as an educator at both McGill and University of Toronto’s Schools of Continuing Education, and at Lower Canada College’s High School. As someone who’s reached thousands of students, my approach is straightforward: I begin from my expertise in the classroom, combine it with pedagogical theory and, most importantly, infuse each lesson with the goal of creating a lifelong learner.
I try to impart this knowledge onto my tutors and take a hands-on approach with clients.
I firmly believe that education should lie in the hands of the educators and that tutoring companies work best when run by teachers with classroom or pedagogical experience.
All this to say that everyone’s a learner: you just need the right support.
Andrea B.