About My Work
My passion for coaching, writing and teaching college students is driven by my experience with ADHD. Coaching informs my teaching and writing practice; writing informs my teaching and coaching practice, and vice versa.
Writing gave me the confidence and ability to look at myself in the mirror and to look as ADHD deeply and differently.
It inspired me to further educate myself about ADHD through diving into sociological and psychological studies at the academic level, and to self study through various arts and embodiment practices, including yoga, meditation, dance and more.
These practices helped me to observe,accept and work with my brain as is. This gave me the knowledge and awareness to create a new ADHD “blueprint” that embraced ADHD less as something that had to hold me back, and more as a “way of being” that comes with both challenges and gifts.
My successes and struggles as a student growing up with learning differences and ADHD has significantly shaped my teaching and work philosophies. My awareness that much of mainstream educational and work structures, systems and curriculums constrain ADHDers by suppressing many of their positive attributes, governs how I teach. As a teacher, I intentionally create material for my students that draws out their inherent creativity, allows them to make connections between different philosophies and paradigms, and supports their independence as learners and researchers. (These are all ADHD friendly teaching methods that support not just ADHDers but all students!)
I also use my knowledge of hyper-focussing–another typical ADHD trait, to intentionally create material that stimulates my students on a meaningful level. Likewise, as a writer and journalist, hyper-focussing helps me to hook my audience’s attention with words and stories.