Rebecca Zook - Math Tutoring Online

What are the biggest mistakes when it comes to doing summer math?
 

MISTAKE 1.  YOU HAVE NO PLAN.

If you don’t make a plan,
it’s very likely that you will get to the end of the summer
and realize that you didn’t do any math at all.  
 

And most kids forget 25-40% of their math over the summer,
unless they practice,
and after what we’ve been through for the past 15 months,
no one wants to lose that much!!!!!

MISTAKE 2.  YOU’RE JUST COPYING SOMEONE ELSE’S PLAN.

A lot of families will look around and see,

my neighbor’s kid is doing a math workbook…

or, my kid’s best friend is going to math camp…

or, my niece is doing a math app…

or, everyone in my neighborhood goes to Kumon…

So I guess I should do [insert thing other people are doing].

But if those solutions don’t work for YOU, then they’re not a good plan. 

Even if they’re a good plan for someone else.  

MISTAKE 3.  YOU KEEP DOING WHAT ISN’T WORKING.

If there is ANYTHING we have learned from the pandemic, I think it is, stop doing what’s not working!

This is probably the biggest mistake and the most common mistake of all.  

There are LOTS of ways to learn math! 

If one way doesn’t work for you, that doesn’t mean something’s wrong with you. 

It just means that you need something different.
 

So if something’s not working, you have options!  

You just need to ADJUST based on what you need.

You don’t have to keep suffering, repeating what doesn’t work!

And once you stop doing what’s not working,
it opens space and time for what DOES work instead.

To be continued….

Sending you love,
REBECCA,
the professional math unicorn

Has the last year of math been, shall we say, a bit of a nightmare?   

Do you wish summer math could be…magical, meaningful and joyful?

But how can you plan for summer math learning, when everything is constantly changing?

When you might feel like your child just got shafted out of a year and a half of math education?

When you might feel completely, utterly at a loss of how to help your child, after exhausting yourself, trying everything, during the pandemic?

That’s why I am going to share the secrets of how to plan like a unicorn.

And you’re invited!

WHAT: PLAN LIKE A UNICORN: SUMMER MATH STRATEGY SPECTACULAR

WHEN: Wednesday, June 2nd

@ 5-6 pm eastern

WHO: 2nd-4th graders and their parents

WHERE: On zoom!

COST: FREE!

During our Summer Math Strategy Spectacular, you will: 

• Be guided through an interactive self-assessment process

• To create your own customized summer math learning plan that your child will actually embrace

• While discovering ways to make summer math effective and enjoyable!

• Plus, hone your math magic with us, 

practicing problems of your choice that you submit in advance.

• And, learn from each other, as students take turns 

getting one-on-one magical math guidance in front of the group

• all sprinkled with stories, songs, joyful movement, and meaningful interaction.

You will be on your way to having a new, better, DIFFERENT experience of math this summer—unicorn style. 

Put your best dress-up outfit, bring a scrumptious snack, and grab your most magical pencil!  I can’t wait to see you there!

Join us from WHEREVER you are — it’s on zoom!

I can’t wait to share this with you!

Sending you love,

REBECCA, the magical math unicorn

PS. Do you know someone you think might want to come to our party? Invite them to join us, too!

When this fifth grade student first came to me, her mom told me, “My daughter is joyful about everything in her life – except for math.” This student was so anxious and uncertain about math that she refused to do her homework unless she was literally sitting next to her mom. She would tell her mom, “math doesn’t like me.”

This put a lot of pressure and stress on her mom, who was doing everything she could to try to help her daughter succeed at math, but she felt like she she was failing her daughter and being a “bad mother” because she couldn’t find a solution. The mom felt anxious picking her daughter up from school because she wasn’t sure whether or not her daughter would have a math temper tantrum. And even though when her daughter would express her feelings of math inadequacy, she was really just asking for help, it was so stressful for the mom that the mom sometimes would react with frustration just because she was so worn down from the seemingly endless math stress.

I started working with this student towards the end of her fifth grade school year. Because this student loves to dance and sing and has a great passion for musical theater, I started teaching her math songs to help her remember different concepts and formulas. We also really focused on filling in the gaps and building a strong foundation.

Midway through the summer, this student started spontaneously singing her math problems! She would make up these little operas about all the different math operations she was doing – as well as songs just about math concepts in general, with sophisticated lyrics that showed she really got the concepts. She would even come to some of her sessions wearing her purple tutu. I was overjoyed to see her expressing herself so confidently and creatively with math, even with her outfits. At the same time, her mom and I also weren’t yet sure how this would transfer to the classroom.

Her first day back at school, her first middle school math class of 6th grade, the teacher asked a question, and my student just couldn’t help herself – she shouted out, “It’s because of the commutative property!” It turned out that no one else in her class – even the students she thought of as being very strong mathematicians – had even heard of the commutative property before! This was a huge boost to my student’s confidence and enjoyment!

Since her first day back at school as a sixth grader, she has consistently made 90s or 100s on every single math test and quiz she’s taken – except for one! On this test, she got an 88%, and what is so interesting is that this absolutely didn’t defeat her.

When she talked about it with her mom, the focus was just about making sure to get the test back from the teacher, so we could go over what she didn’t understand in our tutoring sessions and learn from it. In some ways this was an even bigger victory than the tests where she scored higher, because it showed how much her mindset had shifted. We could see her resilience in how she dealt with a lower grade, and how her attitude had shifted to “I’ll get it, because I know I can get it.”

Just as important, the mom’s experience has shifted dramatically now that she isn’t the one who is helping her daughter with math. She shared with me that when she comes home from work, it’s easy for her energy to be fully engaged with her daughter because it isn’t sapped by worrying about helping her with her math homework right away. She can just decompress and regroup and be energized and be a good parent. And her daughter has become so much more independent that the mom can be reading a book in another room while her daughter is doing her homework on her own!

How did we create this totally awesome math transformation? Let me tell you all about it!

1. Positive, relaxed environment. We fostered an environment of trust and camaraderie. Our work together is committed and also relaxed; this student is totally free to make mistakes, ask questions, or go over whatever it is she needs to go over, no matter what.

2. Dealing with math feelings. When this student is overjoyed, anxious, or heartbroken, we deal with it together head-on. There was one session very early on where she (quite understandably) cried because she was so disappointed and frustrated with a recent grade. Instead of squelching this or ending the session, we just talked it out, making a safe space for her to feel, express, and release her frustration and disappointment. Other times she was so happy with what she was learning and accomplishing that she would dance and sing with glee and pride!

3. Consciously fostering a “growth mindset” with math. This student has an awesome “growth mindset” when it comes to her work in musical theater. She will audition over and over again for the same Broadway show, and instead of getting discouraged if she hasn’t gotten a part yet, she is just really excited about the process and the experience.

At the same time, there have been periods where she has really expressed more of a “fixed mindset” about math – “you have it or you don’t,” and being worried that she wasn’t one of the ones who “had it.” We deliberately take time to talk about this together and draw parallels with her work in the theater so that she can pull that already-existing growth mindset into her math.

For example, just this week, this student expressed both concern and hope about a state-wide test she was taking the next day. She wanted to score high enough to be selected for state and national math events, and she was also worried that there would be stuff on the test that she didn’t know because she wasn’t in the “honors level class.”

We discussed at length how it’s like if she went to an audition and they asked her to play the bagpipes and do a Scottish accent, she wouldn’t beat herself up for not already knowing how to do those things – after the audition, she would just ask her teachers and coaches to help her learn, if that’s something she was interested in being able to do. Then she shared her philosophy of auditioning, which is that “it’s not just about the part, it’s about the experience, and if you’re not focused on the part, it will just naturally happen.” We drew direct parallels with what she tells herself during her auditions and what she can tell herself during her math tests.

4. Self-expression. In the context of a supportive environment of trust where all of our work is super individualized, this student started to express herself more and more, whether it was singing the math songs she’d learned, making up her own original math songs, singing herself through the math problem she was working on, wearing her purple tutu, or decorating her problems with hot pink drawings (some of which are included in this very blog post)! Seeing her experience math as a vehicle of self-expression is absolutely encouraged, because it’s a huge sign that the student is getting way more comfortable and also really internalizing the material at a deeper level.

5. Support is normalized. Just like this student didn’t stop taking voice lessons or going to dance class once she started getting parts in musicals, math support that fosters her autonomy is now just part of her normal routine. Instead of saying, “Well, now her grades are higher, she’s done with math mentoring,” this student and her parents have recommitted to receiving support so that she can just continue to grow her math abilities and confidence more and more, and that her family can experience an even deeper experience of harmony around math.

I am so, so proud of this student, and how her persistence, vulnerability, and commitment has created such true mastery, confidence, and JOY with her math!

Are you tired of feeling like a bad parent because even though you’re doing everything you can to help your kid with math, it isn’t working?

Does it break your heart to see your own purple-tutu-wearing kid have meltdowns about math?

Are you ready to invest in high-level support?

Just click here to get started with your special application for my one-on-one math tutoring programs.

Once your application is received, we’ll set up a special phone call to get clear if my approach would be a good fit for your child.

I can’t wait to hear from you!

Sending you love,
REBECCA

Related Posts:
Case Study: A Rising 8th grader masters her summer math packet
Case study: A seventh grader goes from “I don’t get it” to getting 100 percents
Case Study: an ADHD student goes from a D to an A
I just can’t keep this a secret any longer

(Here’s a “math butterfly” one of my students and I created during a recent tutoring session!)

What changes when someone believes in you?

I’ve been thinking about this a lot lately.

I just had a huge performance breakthrough on my cello with my acting coach, and I’m getting ready for my quarterly business retreat with my business mentor. I’m going to be spending over a week surrounded by people who love me and believe in my highest potential and biggest vision.

In both of these situations, I feel so safe and accepted to really go for it, and I cannot believe how much better my music and my business and teaching gets as a result.

It completely changes my concept of what I’m capable of. It makes me believe that my dreams really can come true, because I can see it already happening.

Let me tell you, though, it hasn’t always been like this! At ALL.

Just as an example, not so long ago, when I was in graduate school for cello performance, I went to audition for two different summer chamber music festivals.

At the first audition, the person I was auditioning for radiated skepticism about me and my abilities. I didn’t feel very comfortable – I could tell she thought I had something to prove. She asked pointedly, “Do you have anything fast you could play for me?” I don’t even remember how I responded to that, but I remember thinking that if she accepted me into her festival, she would think she was doing me a favor, and I would feel seriously inferior.

The very next day, I went to audition for an amazing violinist, and took the commuter rail all the way out to New Jersey to meet her at the festival location. Her demeanor was so warm and welcoming and enthusiastic. I felt so comfortable!

I had fun playing for her, and when I was finished, she said very firmly, “You DEFINITELY have what it takes to be accepted to this festival!”

So guess which festival I ended up attending?

Yes, the one with the enthusiastic and welcoming teacher!

This experience was a real turning point for me. At this festival, I played the Cello 2 part in the Mendelssohn String Octet, which is both one of my most favorite-est pieces of music in the WORLD, and has an unbelievably hairy and notorious cello solo at the beginning of the last movement – that I had to learn!

This amazing violinist teacher went completely out of her way to set me up to really rock it. She even demonstrated how to play this solo holding a GRAPEFRUIT instead of using her fingers! And her musical partner and husband, also an incredible teacher, gave me a great fingering. I learned how to do it!

When we performed, I just went for it. And the audience response was so phenomenal. We were playing in a church, and the audience members stood up and BANGED on the pews, they were so excited! We were riveting!

This experience gave me the rock-solid conviction that classical music can be just as electrifying as anything else – and can truly bring an audience to its feet with RAUCOUS joy, not just polite or intellectual appreciation!

Looking back on this experience, it is so funny to me that that first person I auditioned for was skeptical that I could play fast. Because the second person, the amazing violinist, trusted me and helped me learn a SUPER FAST cello solo that I completely rocked (if I do say so myself)!

So what changes when someone believes in you?

I think it’s really simple.

1. When someone believes in you, they automatically ask you to do more.

2. Ideally, they also give you the TOOLS to actually DO it.

3. You have the opportunity and the tools to go beyond what you thought you were capable of.

4. You experience mastery! Breakthroughs happen! People respond with incredible enthusiasm! You are so excited and happy!

5. You believe in yourself, and you keep going. You begin to inhabit a COMPLETELY DIFFERENT REALITY.

Amazing, right? But – let’s look at the shadow side.

What happens when the teacher or mentor you trust DOESN’T believe in you?

1. They don’t trust you, so they don’t ask you to do more.

2. They usually don’t give you the tools to do more because they actually don’t know how to really help you, or they don’t even think you would “get it.” (A lot of times this is subconscious or unconscious on the teacher’s part, I’ve found.)

3. You don’t go beyond what you thought you were capable of. Your idea of what you can do starts to shrink.

4. Super important: you subconsciously pick up that they don’t believe in you and you start to entrain with that. You start to believe in yourself less, and you don’t do as well.

5. Or you start pouring an enormous amount of mental, emotional, and spiritual energy into defending yourself in your own mind. But inside you really just feel like you suck.

6. Downward spiral continues until you shift the pattern or reincarnate and start over!

Trust me, I know, because I’VE BEEN THERE! I have wasted so much time and energy with people who did not believe in me… constantly feeling insecure and defending myself in my mind. And I did not bloom. If I improved, it was so slow and painful. And I did not shine at my fullest light. This was not helpful for me or anyone else!

Two caveats:

1. Caveat #1: It doesn’t work if your teacher or mentor wants it for you more than you want it for yourself. You have to want it as much as your teacher or mentor, or even more.

2. Caveat #2: Don’t get me wrong. I know that there are times in life where we are going to encounter people who don’t believe in us. I’m not saying that we can only talk to or work with people who are constantly cheerleading us and telling us we’re awesome. (In fact, that’s not really what this awesome teacher did – she challenged me and gave me the tools I needed, which is so different from empty praise.)

But it IS up to us who we choose to study with and learn from. It IS up to us who we trust with our unfolding dreams. And it is so much more FUN and so much more POWERFUL and everything happens like a BAZILLION times FASTER when we choose to spend time with people who believe in us. It’s like the difference between picking crumbs off the floor of a MacDonalds and feasting on your favorite foods with people who love you!

If you or your kid is suffering in math right now because of a crisis of confidence – if you are feeling like your kid’s teacher doesn’t believe in them anymore, or you’re worried that your kid doesn’t believe in themselves, or that they feel deep down inside that “math doesn’t like me anymore” or “I’m not good at math” even though they’re busting their butt and trying their absolute best, I would love to talk to you.

Just click here to get started with your special application for my one-on-one math tutoring programs.

Once your application is received, and we’ll get you all set up with a super special complimentary appointment, just me and you, to get clear on what’s going on with your kid’s math learning and whether or not it would make sense for us to work together!

When this student first came to me just before the summer between her freshman and sophomore years, her mom told me that the tutor they’d just worked with had told the family that to this student, math was like a foreign language where she only spoke five words.

Somehow she’d made it to the end of 9th grade with Bs in math, but none of it actually made any sense to her. It was like she just knew enough to “get around” – like how to ask where the bathroom was and order a hamburger – but not enough to really understand what was going on around her, or communicate herself.

Once we started working together the summer before she headed into pre-calculus, this student’s mastery, confidence, and grades began to steadily improve. By mid-sophomore year, my student’s teacher mentioned to her that he had to be careful to call on other students because my student always gave the correct answer!

The “piece de resistance” was when my student had to take an oral final for her math class at the end of her 10th grade year. Her teacher gave them five very sophisticated problems that synthesized everything they’d ever learned in new ways they hadn’t seen before. They had unlimited time to prepare, and then each student was asked to explain one of the five problems, picked at random on the spot, in front of the entire class. My student did such a good job that she got an A, and she told me later that she walked out of that class feeling like, “I can do anything!”

When it came time for this student to decide what math class to take after pre-calculus, instead of taking the statistics class that many students take as a way to avoid math, my student opted to enroll in AP AB Calculus. Because math had become beautiful, fascinated, and intrinsically rewarding to her, she wanted to keep exploring and growing.

Here’s how this student and I worked together to completely transform her experience of math from a source of unbelievable stress and anxiety into a source of joy and strength:

1. We worked in an atmosphere of total camaraderie and trust. Our tutoring sessions were totally a lighthearted, safe zone where there was absolutely no judgement. This student was free to ask as many questions as she wanted, go over as many examples as she desired, or go over the same example as many times as she required, without any fear of being embarrassed.

2. We focused on filling in the gaps, while also addressing whatever she needed to learn that week or that day. When we would go over her current material and encounter a gap, we’d keep excavating backwards through the layers of prerequisite knowledge until we found the original misunderstanding. Then we’d fill that in, then the idea on top of that, then the idea on top of that, until we’d build back up through the layers to what she was responsible for learning today. This way she was able to repair gaps in her foundational knowledge, while also staying on top of her weekly curriculum and being prepared for tests and quizzes.

3. We really focused on approaching the material in a way that worked for HER. This particular student craves conceptual understanding, so we would approach the material from different angles until she understood WHY it worked that way. She also loves learning math visually, so we would frequently approach concepts and procedures in a visual way – like FOILing using a box instead of just parentheses – that made the concepts more intuitive for her, and easier to internalize.

During moments like this, she would share observations like, “I don’t know how I lived through math without completely understanding this, because it’s so much easier than I thought it was. My whole childhood with math has been completely relearned.”

As my student’s mastery naturally led to greater confidence and grades, her enthusiasm for math grew more and more. She recently shared with me, “This is actually so cool – when actually I understand it, it’s so much fun!”

Would you like your daughter or son to go from feeling like math is a foreign language to experiencing math as genuinely enjoyable, meaningful, and fascinating?

Just click here to get started with your special application for my one-on-one math tutoring programs.

Once your application is received, we’ll set up a special complimentary phone call to get clear if it would be a fit for me to support your child with math. I can’t wait to connect!

Related posts:
Case study: a 5th grader goes from believing “math doesn’t like me” to singing and dancing about math while wearing a purple tutu
Case study: a rising 8th grader masters her summer math packet
How to multiply binomials using a box (alternative to FOILing)
An easy way to remember how logarithmic notation works

This is what mastery can look like – and feel like!

The biggest failures of my educational career weren’t the times I bombed a test.  They were the times when I completely disconnected from my own intuition and joy and self-trust.

Looking up every single word in a Latin text in the dictionary, conjugating each verb in a chart, and then agonizing over how to piece together some sort of meaning.

Staying up late with my algebra homework, trying again and again to make my answer match the one in the back of the book, and erasing until I cried with frustration.

Practicing certain cello passages over and over but still being unable to play them with confidence, or even actually losing control of my body when I performed.

What makes me angry is that this was actually rewarded.

My teachers would hold up my Latin homework as an example of how diligent I was as a student.  

But there was no connection between what I was being told to do and what I actually needed to do to understand the material.

I’ve come to understand that many times, there is a massive disconnect between what we’re being assigned to do, and what we actually NEED to do to learn.

Now, I do this with each of my students: discern exactly what they need to do, step by step by step, in order to deeply internalize the material until it becomes part of them. 

Even if it looks nothing like their homework assignments.

I call this having a “MASTERY ORIENTATION.”

For example, one sixth grade student who I was working with was really overwhelmed with percents. 

Her teacher had given her 12 different percent formulas to memorize, and my student didn’t know when to use which one. 

We boiled it down to 4 essential formulas.  

We practiced until she really mastered each one.

She knew how to recognize which one to use.

She knew how to use it to solve for different variables.

Because of this mastery approach, percents really became one of this student’s strengths.  

When percents came back up a year later, this student intuitively created a completely original, totally mathematically valid way of doing percent change that I had never seen before – in over 10 years of teaching percents!

The most important thing here is that this student was able to reconnect with her own self-trust, joy, and intuition around math, because she had truly mastered the material.

If you’re wondering how to do this in with your own child, a really easy way for you to immediately start supporting them with developing a mastery orientation is to ask your child to create their own original problem about a specific concept.  

This really helps students feel their ownership of the concept, and it also makes it super clear whether or not they understand the topic.

And if you’d like to explore if it would be a fit for me to support your family through one of my high-level, one-on-one math mentoring programs, I’d love to connect! To get started, just click here to fill out your application.

Sending you love,
REBECCA

PS.  I’m super excited to be part of an expert panel on the future of math education at the Connecticut Science Center in Hartford on Wed 11/16 from 6-8 pm!  If you’re in the neighborhood, I would love to have you in the audience! Get your tickets here.

Related posts:
Five steps to true math mastery
Do you wish your kid could feel like Albert Einstein?
The secret to getting straight As in math
The secret ingredients of true math mastery

Do you find that your son or daughter is rocking out with their math facts and formulas – and then at the end of the summer, it’s like they’ve never heard of the nines times table? Or are you worried that your kid’s been trying to learn their math facts all year long, and it’s just not clicking?

A great way to learn or review math facts and formulas over the summer is to use math songs!

No worksheets. No flash cards. No silence.

What?? Yes. I do this myself frequently with my students to help them memorize and recall essential material easily, while having fun.

Whether you’re just listening, singing along with the recording, or belting them at the top of your lungs while you’re unloading the groceries (realizing you’ve unwittingly memorized them), math songs are a great way to move these key concepts deep into your long-term memory.

You can download them on your mp3 player and listen to them in the car while driving to the pool, going to ballet class or hockey camp, and even while you’re on a big family road trip.

I’ve listened to a lot of math songs on a quest to find ones that don’t suck and don’t insult my musical intelligence (or my students’ musical intelligence). Here are my three current favorite math song sources:

Rockin’ the standards. A school teacher created short, awesome, totally rockin’ songs for the times tables, concepts like mean, median, and mode, and shapes like quadrilaterals and triangles. Totally worth the price of the download (here) – or you can listen to them for free on youtube.

Multiplication hip-hop for kids. If you’re more into rap than rock, these hip hop songs offer a great way to memorize the times tables up through the 12s. (“We don’t cry – we multiply!”)

An awesome music video about pi. This beautiful video has a super catchy song that helps students easily remember the first six digits of pi, with verses that explain where pi comes from and what it means. It is also really fun to do the chorus call and response with your kid!

This video also tends to be a great conversation starter for students who are new to the concept of pi. And it’s a big confidence booster to know not just the first three digits—which most kids learn—but the first six digits—which most people never learn!

Do you really want your kid not just to be singing their math facts loud and proud, but also using their math facts and formulas in ways that are meaningful and intuitive to them?

Just click here to get started with your special application for my one-on-one math tutoring programs. Once your application is received, we’ll set up a special phone call to get really clear about what’s going on with your kid’s math situation and explore whether or not it would be a fit for us to work together.

Related posts:
Surface area of a cylinder song
What does pi sound like?
What a Balinese dancing queen taught me about praise and encouragement

That’s me – playing my cello in Central Park!

When I tell people that I have two parallel, seemingly unrelated careers – one as a math mastery mentor/joyful learning expert, and the other as a bad-ass cello diva and pioneering performer – it’s not uncommon for their eyes to light up and for them to exclaim, “OF COURSE! Math and music are SO connected! That makes so much sense. It’s normal if you’re good at one to be good at the other!”

But… to be totally honest… the ways I experience math and music, they’re so, so different from each other. And I spent a LOT of my life in environments where I didn’t think I was “good at” either of them.

So it took me a while to realize the connection between the two.

The way I LEARN music and the way I LEARN math? It’s the exact same process.

And it’s the exact same process I guide my students through.

And this mastery process is REALLY different from almost all of my formal math education and musical training, which involved a lot of:

bludgeoning yourself with the material until your eyes glaze over
overloading your brain
cramming
incredible frustration
constantly overworking
hating yourself
trying to be perfect
relying exclusively on analysis, verbalization, and intellectualization
trying to meet someone else’s pace
stumbling through it even though you didn’t really get it
not even realizing how disconnected you were from the material because you were just superficially “learning” everything
feeling fundamentally flawed and ashamed
worrying that “I don’t have what it takes”

Suffice it to say, this approach did not work for me!!! And I’ve found it doesn’t work for my students either.

However, I have discovered a process that actually DOES work for me – and for my math students.

And it’s sooooo different from what I just described.

It’s like a completely different mindset.

It’s so different that I actually named it.

THE MASTERY MINDSET.

Here are the elements of a MASTERY MINDSET:

First. Adopt a growth mindset. Believe (or, if that seems impossible, you can just start with being willing to consider the possibility) that what you’re trying to do is not about talent. Whether it’s math or music, it can be mastered with incremental, deliberate, and persistent effort.

Second. Have a FLOW orientation. What I mean by this is, you want to stay in the “sweet spot” between being bored (it’s too easy) and being overwhelmed (it’s too hard). If you’re bored or anxious, nothing’s wrong with you – you just need to adjust what you’re doing so it’s harder or easier, as necessary.

Third. Incrementalization. Just take a sweet little morsel of material at a time. Just one little piece. Practice it until it becomes internalized, automatic. Until it becomes part of your body, part of your being. Then add a little chunk onto that. Continue this slow and steady process and you will find you are extremely prepared.

As an example, the way I used to learn music, I’d sit for hours in front of a music stand playing a piece from the printed music. Trying to figure out the tricky parts with my mind. So much mental effort, so much time, but it didn’t result in true security or true mastery. Covering the score in instructions and sticky notes. I listen to recordings from that period in my life and I can literally hear myself worrying.

Now, I don’t use a music stand or try to learn a big chunk at a time. I put the music on the floor, and I’ll lean over and play just a measure or two. Then I’ll practice just that, only looking at the music when I need to, until it’s automatic.

Then, when I’m away from the music and my instrument, I visualize the physical motions of playing that little chunk. The next day, when I’m back at my instrument, I check that that little bit is still internalized, and then I’ll add a little bit on.

If there’s a tricky part, I let my body find a solution with its own experiments. If a solution doesn’t come right away, I don’t freak out about it or try to force anything. I just trust that over time a way to do it beautifully will emerge from continuing to engage.

While it might seem “slower,” it results in deep, unshakeable preparation, and performances full of power and conviction. And, in the end, I’ve found I learn the material WAY faster.

Fourth. Let it be pleasurable. This might sound crazy, but there’s an additional piece I think is necessary to a mastery mindset: deciding to let it be pleasurable.

For one thing, the first three things – having a growth mindset, a flow orientation, and incrementalizing all create an intrinsically enjoyable learning experience.

And, additionally, I have found that deciding to do things in a way that is deliberately pleasurable creates deeper learning and also gently feeds your own enthusiasm.

This is great way to keep yourself from reverting to old “non-mastery” conditioning of overloading yourself, overworking, or trying to match someone else’s pace.

If you find yourself start to go into that, stop. Ask yourself, how can I do this in a way that is pleasurable?

Deciding to let my learning be pleasurable has completely supercharged my musical ability and my performances, and completely changed my experience of learning math. Like, I no longer allow myself to do the old things that didn’t work, because “this is not pleasurable” is a giant red flag that I am reverting to old patterns.

All of the energy that was going into the stuff that doesn’t work (slaving, bludgeoning yourself, hating on yourself, feeling like you don’t have what it takes) can be released. When it doesn’t suck anymore, all of that energy you spent on resisting doing it because it sucked is now freed up for you to actually learn, and enjoy what you’re learning.

Fifth. You become a mastery-seeking person. Once you experience true mastery, you no longer want to settle for “just getting through it” or going through the motions or having something finished to turn in. Now that you’ve tasted what it’s like to really, deeply internalize something, you start to seek that in all of your learning experiences.

Would you like your passionate, creative kid to be mentored in developing their own mastery mindset with math and with life?

Just click here to get started with your special application for my one-on-one math tutoring programs. Once your application is received, we’ll set up a special phone call to explore whether my magical one-on-one math tutoring programs are a fit for you and your family!

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Do you wish your kid could feel like Albert Einstein?

I went on an adventure this week. I did my first recording session with my cello.

Me and one of my best friends went to my “power place,” this magical, beautiful tunnel in Central Park covered in beautiful mosaics that has amazing acoustics. We purposefully went late at night so it would be quiet.

Walking through the park, I saw that a film shoot was set up next to the tunnel, with this huge floating dirigible light and all this film equipment. And I was afraid that they would kick us out or tell us to not make any noise.

I thought, OK, well, the worst thing they can do is tell us to stop. So we went down into the tunnel, and I said out loud to my friend that my intention was for both us and the film shoot people to peacefully do what we needed to do without disturbing each other.

I had brought some special gluten free pastries, and before we started recording, we sat and ate our dulce de leche eclairs. My friend observed that she felt like a queen in a beautiful palace, and I had to agree. I felt like we were queens, too.

After our little pastry feast she set up the recording equipment and I started playing. My intention was to record my own original material, and then two covers of me singing with my cello, which is scary and new for me.

It was totally magical. My friend took care of all the recording details, and she even did this amazing spontaneous backup harmonies. Which really made me feel like a badass, to have backing vocals!!

Somehow, the movie people right outside the tunnel were utterly silent, and didn’t bother us at all.

They even shone a spotlight down into the tunnel, which looked and felt amazing to be illuminated like that.

At the very end, for the last song, I was like, what the heck.

I turned to my friend and I said, “Please promise me you’ll still be my friend no matter what you think about what I’m about to do. This is hot off the press and I feel really vulnerable sharing it.”

Then I played what I know is the next level for me – the most exciting, and the most scary thing of all – which is to sing my own original material.

Afterwards, my friend said, “That was gorgeous! Who wrote that??” And I was so excited and gratified that I jumped up and down.

I told her, “I wrote that. This is the first time I’ve ever sung a song I created myself in front of another human being. And I’m so glad I got to sing it in front of you.”

Can I tell you a secret? Recording myself used to be one of the things I dreaded most in the entire world. Listening to recordings of myself playing would rip my belief in myself to shreds. It was so completely stressful for me – a lot like how math used to be completely stressful for me.

How the heck did I get from that place, to where I am now? How do you get from a place where you’re completely struggling, ashamed, in tears, stressed out of your mind, to feeling confident, spacious, and like a queen in your own beautiful palace?

I am still in the process of figuring this out, but here’s what I think it’s about.

Stake out your own territory. If you’re in a really agonizing classroom or math learning experience, you have to stake out your own territory, outside of the awfulness of what you’re currently experiencing. You can’t keep dwelling exclusively inside the “meltdown/panic” zone of what’s currently being offered to you. You have to create a new space for yourself outside that experience, because that meltdown/panic experience isn’t going to give you what you need to move forward.

For me with my music, this meant exploring territory completely outside the classical world, learning how to play by ear, traveling to Cuba and Bali, even taking acting classes. For me with math, this meant learning how to take things apart, go slow, find my own way of understanding. With my clients, in our tutoring time, we very purposefully create a new math zone where math is comfortable, enjoyable, and meaningful, no matter what’s going on in the classroom.

Do it your way. If the way you’re being taught or trained doesn’t work for you, it’s not the only way. So much of the way I was taught and trained in the classical music model made me feel so awful about myself and didn’t help me create good work. “My way” happens to be performing in a beautiful mosaic-ed tunnel next to a fountain with an angel on top.

Same thing with math. You can do it your own way, relying on your own strengths, your own fascination and creativity. With my clients, we find ways that really work for each individual so they can start to experience math as a source of joy and strength, even a way to express themselves creatively.

Surround yourself with true companions. That evening of recording in the tunnel was so magical. And at the end I told my friend, wow, it felt so effortless. But I know so much of it had to do with the fact that I picked my recording engineer – my friend who came with me to record – so very carefully. Not only is she one of my closest friends and an amazing musician, but I had also sang to her as an audience member in the tunnel over the summer, and I already knew I felt so comfortable and safe with her, and encouraged, even when I was doing the most vulnerable thing musically that I’ve ever done.

Having her there with me completely transformed the experience and made me feel so strong and safe. And this also happens in my work with my math tutoring students – finally having a true companion, a truly matched math mastery mentor, allows them to completely transform their relationship with math, and even with life.

Are you ready to have a true math companion who will support you in transforming your relationship with math from agonizing to euphoric?

Just click here to get started with your special application for my one-on-one math tutoring programs.

This application process has been meticulously designed to help us both get clear about whether the special, magical way I work is a match for you.

Once your application is received, we’ll set up a special phone call to explore whether or not my magical math tutoring programs would be a fit for your family! I’m excited to connect with you!

When this student first came to me as a 7th grader, she and her mom were experiencing math as a horrible struggle week to week. On her tests, she would initially get 40s, 50s, and 60s, and then spend a lot of time redoing the work over and over to pull up her grades, even more often than not staying in from lunch and recess to redo her work. So she was ending up with Bs and low As after all the do-overs, but as the result of agonizing effort.

On many nights they would spend hours on her math homework, only to have the student end up in tears. And even this massive effort wasn’t resulting in confidence or mastery.

On top of that, the student’s experience of one-on-one help from her mom had become highly fraught and the stress was affecting the dynamic of their mother/daughter relationship.

The mom was really concerned that this student’s math struggles were going to keep her back from other academic and creative opportunities. This student is highly creative, unique, and passionate – she loves to draw, plays the violin, has her own sense of style, is a gamer, and even has been on multiple botball robotics teams. And the mom was worried that doors would be closed to her if math continued to be a struggle.

This frustrating experience felt like a roller coaster, where the otherwise academically-successful student was starting to feel like an impostor after the erosion of confidence that happened from week to week of working so hard and not experiencing confidence, mastery, or good grades.

Fast forward to now! After steadily working together throughout the spring and summer, this student is now getting grades like a 96% on her first quiz of the year and a high B on her progress report. She shared that she was explaining math to her peers who were confused. The best part of all was seeing her experience what she described as “The BOOM,” which she defined as “where everything just comes together and flows through my mind like a glass of water.”

Most of all, she is now enthusiastic and inquisitive and happy about doing math and will routinely exclaim things like, “Touchdown! I could help the ‘yesterday’ me understand this!” or “Doing stuff with fractions is my favorite math to do.”

Here are some of the ways we created this transformation:

We created a safe environment of total trust and camaraderie. We operated in a space that was a “no-judgement zone” where this student could go over whatever questions she had, however she needed to go over them, and with as much practice or examples as necessary. We also kept the emotional tone lighthearted and fun, even though the material was very challenging.

We found the gaps and filled them in. By the time this student came to me, she had been struggling with math through 4th, 5th, 6th, and most of 7th grade – almost four years, with different gaps from each year. While working on whatever she needed to learn that day or that week, we excavated the layers of underlying math foundation until we found the initial source of misunderstanding. Then we would master that concept and gradually build back up layer by layer to the current material. This created a pattern of understanding, confidence, and success.

We let the student set the pace. We really focused on mastery of one skill, one concept, one problem type at a time, letting the student’s needs set the pace. Truly internalizing math in this way had a much bigger impact on her long-term understanding and achievement than rushing in a superficial way through large amounts of material to “get it covered.”

Would you like your creative, unique, passionate child to have this same experience of being completely supported in experiencing math mastery?

Just click here to get started with your special application for my one-on-one math tutoring programs.

This application process has been meticulously designed to help us both get clear about whether the special, magical way I work is a match for you.

Once your application is received, we’ll set up a special phone call to explore whether or not my magical math tutoring programs would be a fit for your family! I’m excited to connect with you!

Related posts:
Case Study: A 5th grader goes from believing “math doesn’t like me” to singing and dancing about math while wearing a purple tutu
Case Study: a 7th grader goes from “I don’t get it” to getting 100 percents!
Case Study: An ADHD student raises her grade from a D to an A
Case Study: Math goes from a source of unbelievable stress and anxiety to a source of joy and strength