This is where we assess the “why” of the work we will do together.

During these initial encounters, we will review the stated needs of our clients and their expectations from our work.,We will look at what their status quo is and what are the parameters and constraints they are dealing with, and what space they are able to create in order to facilitate their own progress. 

Far from encompassing only the beginning of the project, this step is vital to understand how we can work together and what the results may look like.

Whereas the core of the work will be spent teaching/orienting our clients, we see all sessions as generative of information on how to most effectively work together. The more we teach a specific student, for example, the best we learn how to engage and teach that particular student in terms that are meaningful and constructive to them. 

The same is true for undergraduate and graduate students seeking to find 1) the school where their potentialities can be best expressed, and; 2) how they can convey this to an admissions office.

As the project reaches an end, this stage reaches back to the initial demands and analyzes the answers we have reached for the “why”, the “what” and the “how” brought by our students.
Have we identified the questions underlying these demands - why was there a need in the first place?, what can be done differently to better engage with study? and, how is this structured for each student? - and reached a state where they can reliably resolve those in their own terms?








Why a Method?

It is imperative for us that we deliver a coherent message and lasting results.

To this end, we have developed a method that makes it possible to incorporate individual aspirations and deliver a consistent outcome: deep engagement with learning.

The following steps broadly describe our approach to teaching and consulting, and may have some overlap depending on the scope and aims of any specific project.