Educational Opportunities/Homeschool Support
Tutoring - Grades K-12th
One session a week might make all the difference in helping your child feel the joy and success of work completion.
Choice of individual or small group at a mutually agreed location.
Homeschooling, but looking for support of your high school student?
How about a small group class where they have time to work on their individual classes and learn high school credit?
Study Skills Class - Grades 9th - 12th
Class provides time, space and support for individual curriculum while incorporating physical exercise and discussion around the science of motivation to earn general elective credit.
Choice of once a week or twice, for 2 hours a day.
Locations and times to be determined.
Are you looking to provide a creative and fun opportunity to support your homeschooler resourcefulness and motivational behavior?
How about a small group class assisted with horses and the outdoors?
Applied Psychology Class - Grades 8th - 12th
Through horse activities, creative expression and body movement, Applied Psychology Class is designed to increase effective leadership and communication skills while enhancing motivation to fulfill short- and long-term goals, beyond the classroom.
Students will…
- Gain skills to increase self-awareness
- Practice setting boundaries
- Learn emotions are information
- Improve communication skills
- Deepen trust and respect for self & others
- Develop a personal mission statement
Times to be determined
Locations available in Anchorage or Peters Creek
Remote access may be possible.
Applied Psychology in action:
Student results in action:
Parent Testimony:
From the moment I met Francine, her genuine concern, resourcefulness, continuing self-education, and dedication to her students was self-evident. Equally important, her ability to relate to her students, converse with them, motivate them, and create unique learning environments tailored to the needs of the child were unparalleled. I cannot imagine how many teenagers have graduated high school because of the extra efforts she has extended in reaching out to sometimes challenging students. There is no doubt that at least two of my teenagers would not have graduated high school without her guidance. With these students coming from challenging backgrounds, her ability to create a learning environment where they could come and work on what they needed help with while being able to also participate in physical activity and socialize made a big difference in their educational outcomes. One of them, a student who had little to no interest in school, lamented for over a year after graduation that he wished that he could still go to her small group classes.
Ms. Reuter is actually the reason that I was motivated to help with the development of the new charter school. Her enthusiasm for learning, her willingness to share new ideas on learning styles and educational processes, and her passion for education led me to donate many hours in pursuit of the chartering of a new school dedicated to many of these new learning ideas. Further, in spite of her busy schedule, she always made herself available as a resource on educational questions as we worked through the many efforts necessary to begin a new school.
My children went on to other successes as a result of their ability to graduate high school with Francine’s guidance and motivational efforts. One has gone on to a position with a telecommunications company, one is an assistant case manager for a healthcare facility, another is an administrative assistant for another healthcare facility and the last, although permanently disabled, has been able to maintain a higher standard of living than originally thought possible and is very proud of his high school graduation, a goal he originally thought out of reach.
I can’t emphasize enough how important Ms. Reuter was to these successes. With a cheerful attitude, a unique ability to work with both highly functioning and disabled teens, and a dedication to the teaching profession, she would be an excellent addition to help your student.
Student Testimonies:
Working with you taught me that I wasn’t as patient as I had originally thought. Working with you and the horses taught me to slow down and not always rush ahead but stop and think. I also learned to trust my instinct. For example sometimes you would ask me why I thought a horse was acting a certain way. If I didn’t have any idea why, I would just trust my gut and usually, I was right. It was a long time ago, but I definitely remember all of your horses and how much fun I had. I guess one of the things I remember is when I moved around with your little horse and we sort of explored each other’s personal spaces. It showed me that alot of times I am afraid to stand up for myself and tell someone when they are in my space or have crossed a line.
While most of my classes in school aimed to teach me information I could one day use and further build on, few of them were so immediately rewarding and as enriching as Applied Psychology. In addition to teaching introductory body language, facial expression, psychology and touching on mental illness, Francine also taught us tools to check up on and help ourselves, largely through how physical and mental health tend to be correlated. Taking body language a step farther, something she taught us and I still regularly use is a “body scan”. Simply closing my eyes and focusing on each body part, like my back or arm, for a few seconds and how it feels. Normal? Aching? Especially good? Combining these questions with basics on body language and facials cues can be extremely informative. While body scans help point out physical concerns and problems, it’s also helped me notice personal patterns over the years about how I react to stress, and how well I am or am not handling it.
It’s also made me pay more attention to how I physically react through the day. It’s often easier to look at someone else and see their reactions and tells clearly than to see what’s happening within ourselves. Something unique to Francine’s course was how she utilized horses when teaching us about body language and how not only humans, but animals as well, react to our body language. If I seem to be vague, it’s only because the majority of this course is expressed through actions and visuals more than words can acutely express. This is also only a part of what was taught, I can’t possibly hope to repeat the entirety in only a few paragraphs. I’d happily encourage anyone to take Applied Psychology and wish something like it was a core subject.
Don’t know which direction to turn?
