Are you anxious about your child's well-being,

bewildered by their academic struggles, frustrated because you know they are capable yet blocked?  Has your child been told to try harder and made to feel like they aren't succeeding because they aren't working hard enough? Are they, and you, feeling desperate and despondent as high school progresses? Is your child coping by avoiding, by resigning themself to not succeeding, or by giving up? Do you feel powerless to help? 

In my 30 years as a classroom teacher and department chair, and 18 years as a parent, I have witnessed firsthand the challenges and achievements of students with learning differences. Now, I am dedicating myself to working one-on-one with these remarkable students.  I am deeply committed to supporting neurodivergent adolescents as they navigate the academic landscape, whether in middle school, high school, or college. Teaching for 20 years in a highly regarded independent high school with small class sizes and a low student-to-teacher ratio allowed me to work closely with and learn from a wide range of students. I became adept at coaching students to meet and often surpass my high academic expectations, whether they contended with ADHD, autism spectrum disorder, dyslexia, dysgraphia, an auditory processing disorder, and/or a visual processing disorder. Many of my students were twice-exceptional.

Given my experiences, I approach my students with empathy and patience. I am curious about their struggles and successes, and compassionate as I support them in pursuing their academic goals. According to my students and their parents, I am responsive and deeply thoughtful in my one-on-one instruction. I help students find and apply their strengths to difficult material while giving them tools and strategies to develop other skills and unlock their potential. My students become more self-aware and reflective. While we focus on reading and/or writing, I see the whole learner and seek to develop their critical thinking, executive functioning, problem-solving, and speaking.  

Working with neurodivergent students strengthens my teaching skills and continues to increase my effectiveness with neurotypical individuals, whom I also enjoy tutoring one-on-one.

I hold an M.Ed. from Stanford and a California Teaching Credential. Having taught high school Humanities for 30 years, I am particularly experienced in teaching writing, history, literature, and social studies. I understand schools deeply, having helped found The Bay School of San Francisco and having served in a variety of school leadership roles, most recently as the Humanities Department Chair. I bring this holistic knowledge of the school experience to my work with students and their parents.

From the parent of a high school junior:

Mr. Miller is a godsend. Our very bright son has faced severe challenges in his humanities courses. Mr. Miller has been able to work with our son’s strengths to give him a foothold in complex material while expertly guiding him through the process of noticing patterns, organizing thoughts and producing written expression. From preparing him for oral presentations to building frameworks for interpretation, Mr. Miller has been able to help our son remove roadblocks to learning through working with him on individualized methods and techniques for tackling the humanities. While we are delighted that our son’s grades have improved, we are both grateful and amazed that his confidence in his own abilities and his mindset have been transformed. Thank you, Mr. Miller!

From the parent of a high school freshman:

Craig has been instrumental in our son gaining confidence in the humanities. Our son struggles with reading comprehension, and Craig has boosted his ability to understand a text, as well as discuss and write about it. From his decades of teaching, Craig understands how young people think and see the world, and our son looks forward to their sessions. Craig shares detailed summaries of each meeting, which no tutor has ever done before. We couldn’t recommend him more!