FAQ

Enrollment

  • A: Email me at mr.brothers@proton.me to schedule an initial consultation where we'll discuss your child's needs, I'll conduct a complimentary assessment, and we'll determine if my approach is a good fit.

  • A: I offer a complimentary initial assessment to evaluate your child's current skills and recommend the best path forward. This assessment happens during our first meeting after a brief phone consultation with parents to discuss your child's needs and ensure my approach is a good fit.

  • A: I work with students in grades 4-9, typically ages 9-14. This range allows me to focus on the critical period when students transition from "learning to read" to "reading to learn" and develop academic writing skills.

  • A: My focus is on grades 4-9, as this is the critical developmental period for academic language skills.

  • A: After a brief phone consultation with parents and a complimentary assessment with your child, we can typically begin regular lessons within a week.

Understanding The Two Fluencies

  • Q: What are "The Two Fluencies"?
    A: The Two Fluencies is a framework for understanding how multilingual students develop English. Conversational fluency is the English used for everyday communication and which children can generally pick up on their own fairly quickly. This is what teachers and parents notice most readily. Academic fluency, in contrast, is the specialized language needed for reading complex texts, writing analytical essays, and understanding abstract concepts. This develops more slowly and requires explicit instruction. Many multilingual students are strong in conversational English but still developing academic English, which can make schoolwork unexpectedly challenging despite sounding "completely fluent." My instruction focuses specifically on building academic fluency through systematic teaching of formal vocabulary, analytical reasoning, and evidence-based writing.

  • A: Our sessions are not oriented around school assignments, homework, or test preparation. We focus on building students' capacity to reason analytically, read demanding texts, and construct well-grounded arguments based on evidence. These are durable intellectual skills that go beyond academic performance. Writing is the central activity, not a supplement. It forces precision and builds academic register.

Scheduling & Lessons

  • A: Monday through Thursday lessons are in the evenings (5:30-8:00 PM Eastern). There is also some limited weekend availability. We'll work together to find consistent weekly time slots that work for your schedule.

  • A: 45-50 minutes.

  • A: Primary availability is Monday through Thursday evenings with some weekend availability. Contact me to discuss."

  • A: With 24-hour notice, we can reschedule one-on-one lessons within the same month when possible. Monthly tuition is due regardless of attendance. See our Policies page for full details.

  • A: Private lessons can continue through summer, with flexibility for family vacations, camps, and other scheduling needs. There are no lessons during Thanksgiving, winter, or spring breaks.

  • A: Weather-related cancellations are handled case-by-case with rescheduling within the same month when possible.

Teaching Approach & Curriculum

  • A: I can address homework questions, but I work systematically to build the underlying academic skills your child needs to become independent—not just complete tonight's assignment.

  • A: I align with Virginia's Standards of Learning, which undergird school curriculum themes. I do not follow day-to-day school lessons, but will move across similar themes over the course of the academic year. Furthermore, I work systematically on building the underlying skills—reading comprehension, analytical writing, evidence-based reasoning—that support success across all their classes.

  • A: Yes. Individual lessons are tailored to each student's specific needs. We can focus exclusively on writing skills, or balance multiple areas depending on what will help most. Group lessons will incorporate students' individual needs within the broader group lesson.

  • A: I assign homework when it supports the learning goals we've set. Some students benefit from additional practice between lessons; others don't need it.

  • A: Yes, building strong academic English skills—especially analytical reading and evidence-based writing—is exactly what prepares students for honors-level work.

  • A: My teaching approach was shaped by a decade in East Asian classrooms, where the teacher-student relationship emphasizes not just professionalism, but care and an expectation that the teacher acts as a role model in learning and in life. In online tutoring, I can't replicate everything a full classroom teacher provides, but I bring that same ethos to every lesson.

Multilingual Learners

  • A: Many multilingual students have strong conversational fluency but are still developing formal fluency—these are The Two Fluencies, and they develop on different timelines. If your child struggles with textbook reading, essay writing, formal vocabulary, or understanding abstract concepts in school, they likely need support building academic fluency. This is especially common in upper grades where the language demands increase significantly.

  • A: No. While I have deep experience with East Asian languages (Japanese, Chinese), I've worked with students from many language backgrounds. The challenges of developing formal English are similar across languages.

  • A: Working on formal English won't directly hurt the home language, but here's the reality: as your child's English improves, they'll have access to more interesting books, stories, and content in English. This can make reading in the heritage language feel less appealing by comparison. Maintaining the home language requires deliberate effort—finding engaging content at the right level, making it part of daily life, and keeping it socially relevant for your child. I focus on English; you'll need to actively support the heritage language at home. The more the heritage language is woven into daily home life, the better it will stick.

  • A: Yes. Many heritage speakers are conversationally fluent in English but need support developing the academic register required for school success.

Pricing & Payments

  • A: The first five families to enroll retain their initial tuition rate for one year, provided enrollment remains continuous. This is my way of recognizing the families who help establish this practice.

  • A: No. I only offer monthly tuition. This ensures consistency and allows us to methodically work toward learning goals over time.

  • A: With 2 weeks' written notice, unused tuition can be credited toward future months. See our Policies page for details.

  • A: Venmo or Zelle.

  • A: There is no registration fee. I use a core text for each subject area plus supplemental materials. I recommend waiting 2-3 lessons before purchasing the core text (approximately $25-40) so your child can get familiar with my teaching approach. Once we're working together regularly, having the text helps students engage more deeply with the material both during and between lessons.

  • A: No.

Technology & Platform

  • A: A computer or tablet with reliable internet, webcam, and microphone. We use Zoom for lessons.

  • A: Generally no. The screen is too small for effective reading and writing work. If there is a specific need for this, consult with me directly.

  • A: No.

  • A: Yes, although some students do better when they have a greater sense of independence. I'm happy to discuss what works best for your child.

About Me

  • A: I've spent roughly equal time in my career in education and in technology. Teaching lets me express the creative, interpersonal side of problem-solving that startup work doesn't always allow for. When I saw a real need in this community for high-quality academic English support—especially for multilingual learners—it was a natural fit.

  • A: I have over a decade of teaching experience from elementary through university levels in the U.S., China, Japan, and Mexico. I hold an M.A. in Teaching and have specialized in working with multilingual learners throughout my career.

  • A: I hold a Master's in Teaching, but do not hold a state teaching license.

  • A: I'm near-native in Japanese and professionally fluent in Chinese. I've also studied German, Spanish, Shanghainese, Swedish, Norwegian, and Burmese.

Logistics

  • A: I'm based in Northern Virginia.

  • A: No, all lessons are online via Zoom.

  • A: If you don't mind that I generally track Virginia SOL standards, students are welcome to continue regardless of location.