Meet Selam.
Everyone has something special to offer this world. I want to work with your child to unlock that something special.
I've spent the last eight years teaching math in classrooms full of eleventh and twelfth graders — students who, by that point, had mostly made up their minds about whether they were “a math person.”
The pattern was always the same. The students who struggled in grade 11 weren't struggling because grade 11 math is hard. They were struggling because something in grade 8 never quite clicked, and every year since had been built on top of that one soft spot.
By the time I met them, the real problem wasn't the math. It was the fear. The belief that they had already failed, and that showing up to class was just confirmation.
So I'm moving earlier. Grades 7 to 9 is where math identity gets built — where a student decides, quietly and permanently, whether this is a subject they can do.
I want to be there for that conversation.
Eight years, backed.
Specialization in mathematics pedagogy.
State-licensed educator, Texas Education Agency.
Grades 6–12 across public and private schools.
Aligned with Common Core State Standards, adaptable to your curriculum.
Three ideas that shape every session.
Fear is the real problem.
By grade 10, most struggling students aren’t bad at math — they’ve been taught to be afraid of it. The work is in dismantling that fear, brick by brick, until they trust their own thinking again.
Foundations over shortcuts.
A trick used in one math problem is a shortcut that collapses under a different problem. There is value in taking the time necessary to ensure your student deeply understands the content. I’d rather take the time going at their pace than rushing through to meet a deadline.
Every student has a way in.
No two students understand math the same way. My job is to find the angle that clicks for yours — the metaphor, the visual, the sequence — and build from there.