Emily
Emily received her Bachelor of Science in Education from Ohio University. For the past decade, she has been a lead middle school classroom teacher and tutored students in grades 3-10. Most recently, she was the grade 7 team leader and humanities teacher at Environmental Charter Middle School. As a tutor, Emily supports students in grades 3-8 with reading fluency and comprehension, grammar, foundational writing skills, and history. She also tutors high school students in AP English and AP history coursework. Emily is interested in pursuing a graduate degree in the sociology of education to equip her to do research and work at the university level. Additionally, Emily is an experienced Executive Functioning coach who helps students improve study skills, time management, organization, and planning. In her free time, she enjoys volunteering with SELAH Neighborhood Homeless Coalition and LA Forward, reading, hiking, cooking, cross-stitching, and camping.
We Asked, Emily Answered
What is one of your fundamental beliefs about education?
One of my fundamental beliefs about education is that we should teach students how to think, not what to think. In my sessions, this means we spend a lot of time brainstorming, exploring ideas freely, and allowing space for curiosity and uncertainty. I encourage students to “throw spaghetti at the wall” and then reflect on what resonates most with them—what sticks. This process helps them build confidence in their own thinking and develop a more authentic voice.What is your favorite subject to teach and why?
My favorite subject to teach is writing because I enjoy working alongside students as they craft their thinking into writing. There’s something special about watching them shape their words into ideas they genuinely believe in. Writing gives students the power to clarify, claim, and communicate their perspectives. I love helping them discover that their voice matters.Share an anecdote about a time your student hit a wall and how the student overcame it.
A student of mine, who often struggles with the writing process, had a deadline approaching the same night as our session. It was late, they were exhausted from the day, and the assignment hung heavy over them. They wanted to just turn it in and accept whatever grade they received so that this feeling of doom would go away. As we sat down, we discussed whether we wanted to A. Turn-in work on time or B. Turn-in work that was well written. We chose option B!
We hit a lot of walls throughout this writing task; every moment that required referring to a text, revising some writing, or using our time just to think was wearing the student down. We took a break, checked in with ourselves and our body, and remembered our goal. We also made sure NOT to look at the clock!
While our session went late, the student was in the end dedicated to completing something they felt proud of. We compared their final writing to what we had at the beginning of the session - we both giggled at the thought of them wanting to turn it what they had at first before we got to work! The final outcome was so much stronger. The following week the student shared that they earned almost a 100 percent! We both celebrated, but acknowledged that waiting until the 11th hour won't be our same strategy in the future.
What makes Hayutin different?
Hayutin offers a much more personalized approach to supporting students. From the beginning, there's so much thoughtfulness and intentionality when learning about the student, their needs, and their family. Furthermore, to carefully select a tutor that aligns with all of these needs builds an immediate foundation for strong, trustworthy relationships.What is the favorite thing you've learned from a student?
I have really grown to appreciate the observations and experiences shared by my college-age students. A college campus in 2025 is much different than when I was in school! Current events affect college campuses in such a unique way. Hearing my student's perspectives on coursework, AI, and the political climate has been insightful for me!Other than education, what is something you are passionate about?
I am passionate about sustainability. Reduce, reuse, recycle, baby! I care about not contributing to manufacturing, avoiding single use items, and repurposing everything I can.
More specifically, I host bi-annual clothing swaps in my community to reduce clothing and textile waste, combat fast fashion, and not contribute to the production of new clothing. Sustainable practices challenges ideas like newness equals value. I aim to cultivate a culture of mutual care, where clothing becomes a medium for connection, creativity, and sustainability rather than consumption. These swaps aren’t just about clothes—they’re about building more intentional habits and reimagining how we take care of ourselves, each other, and the planet.
What’s something you learned about yourself after high school that you wish you knew back then?
To put it simply, I have learned what matters to me in this life: happiness, family, sustainability, and care. I wish I would have been able to implement the framework in which I live my life even sooner!What is a stretch you experienced growing up?
Growing up, a stretch for me was learning how to advocate for myself in academic settings. I often felt like I had to already know the right answer in order to speak up, which made it hard to ask questions or share developing ideas.
Over time, I’ve worked on embracing curiosity and the learning process itself—not just the final product. I still check in with myself when that hesitation creeps in, and it’s made me especially attuned to creating spaces for students to take intellectual risks without fear.
If you could tutor any historical figure, who would it be and what would your focus be?
Cleopatra - we would workshop her leadership and strategic thinking!What’s the book on your nightstand you are dying to read?
"The End of the World is a Cul De Sac" by Louise Kennedy
