When people ask me why I chose psychology, my answer usually begins with a classroom. I have always been fascinated not only by what students learn, but by how they learn.
Over the past few years, I’ve had the privilege of working with children and young people in Spain, Chile, and the Netherlands, and each setting has taught me something new about the connection between education and human development. My path has not been a straight line—it’s been shaped by real students, real challenges, and a constant search for better ways to support young minds.
- Qualification: Bachelor’s in Psychology (specializing in Educational Psychology, UAX Madrid, expected 2027) + IB Diploma (Nido de Aguilas, Chile, 2020).
- Experience:
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Psychopedagogical Assistant (Madrid, 2024)
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Waldorf Youth Class Teacher (Madrid, 2023)
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Support Teacher (Nido de Aguilas, Chile, 2022)
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IB Biology & English Teacher (Netherlands, 2021–22)
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Online IB HL Biology, English & Spanish Tutor (2021–present)
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A Personal Journey Into Education
I am currently completing my degree in Psychology in Buenos Aires, with a specialization in Educational Psychology. The choice of this field came naturally. During my own time at school—where I completed the IB Diploma at Nido de Aguilas in Chile—I realized that academic success was rarely about memorizing content. It was about confidence, resilience, and the ability to feel included in the learning community. Those lessons stayed with me, and they shaped the way I approach teaching today.
My journey as an educator started early. While still pursuing my degree, I found myself drawn into classrooms as a support teacher and assistant. In every role, from helping a child with ADHD stay focused during a reading activity, to supporting a group of students with exam preparation, I kept seeing the same truth: when students feel understood and supported, they surprise themselves with what they can achieve.
Early Experiences: Learning by Doing
One of my most formative experiences came at a public elementary school in Madrid, where I worked as a psychopedagogical assistant in 2024. My role was to support children with ADHD, autism, and other learning delays. I remember one boy in particular who struggled to stay engaged during group lessons. He would fidget, get up repeatedly, and sometimes disrupt the class. Instead of focusing on discipline alone, I worked with his teachers and parents to build small, achievable routines—like short breaks, a checklist for tasks, and visual cues on his desk. Over time, he began to feel more in control of his own learning. Watching his confidence grow was a reminder that inclusion is not about lowering expectations, but about finding the right tools so every student can succeed.
Another key role was at Waldorf Garden Pinar de las Rosas, where I collaborated with parents, teachers, and students in a youth class. The Waldorf approach values not only academics but also emotional and social growth. Here, I often acted as a bridge—helping to manage conflicts, guiding students through moments of frustration, and encouraging resilience. There was one afternoon when two students had a heated argument during a group project. Instead of stepping in to “fix” it, I sat with them and asked each to explain what they thought the other person’s perspective was. By the end of the conversation, not only had they resolved the issue, but they also learned something about empathy and communication. It was a small moment, but one that highlighted the importance of slowing down and teaching life skills alongside academic content.
International Perspective: Chile and the Netherlands
Working across different cultures has been one of the most enriching parts of my career so far. At Nido de Aguilas International School in Chile, I supported students in core subjects while promoting the school’s values of inclusion, kindness, and responsibility. Many of the students I worked with had ADHD or academic delays, and I learned that patience and consistency mattered more than any single technique. Some days progress felt slow, but celebrating small wins—like a student finally mastering a math problem they had struggled with for weeks—was incredibly rewarding.
Later, at an IB Academy in the Netherlands, I taught Biology and English. This role challenged me to adapt to the rigor of the IB curriculum while also making space for students’ individual needs. IB students face a lot of pressure, and I found that blending structure with empathy was essential. One student, for example, was talented in Biology but often froze under exam conditions. Together, we worked on stress-management strategies, such as breaking down questions into smaller steps and practicing timed responses in a low-pressure environment. By the time of her exams, she had built enough confidence to approach them with a calm mindset.
Tutoring Online: Building Connections at a Distance
Since 2021, I’ve also been working as an online tutor in IB HL Biology, HL English, and Spanish Language & Literature. Teaching online has its challenges, but it also opens doors to connecting with students from different parts of the world. I’ve prepared detailed lesson plans, guided students through their Internal Assessments, and provided feedback on essays and practice exams. What I enjoy most about tutoring is the direct, one-on-one connection—it allows me to tailor each session to the student’s needs.
For instance, I once worked with a student who was struggling with their HL English commentary. Instead of diving straight into analysis, we spent a few sessions just talking about how literature made them feel—what passages stood out, what characters they connected with. Once they realized their personal reactions had value, the technical skills of analysis became easier to grasp. That “aha” moment reminded me that academic growth often begins with personal engagement.
Teaching Philosophy
If I had to summarize my teaching philosophy, I would say it is built on three pillars: inclusion, confidence, and curiosity.
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Inclusion: Every student, regardless of their challenges, deserves to feel part of the classroom. Inclusion is not about treating everyone the same—it’s about giving each student what they need to thrive.
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Confidence: Many students I’ve worked with don’t lack ability; they lack belief in themselves. My role is to help them see their own progress, however small, and to turn setbacks into opportunities for growth.
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Curiosity: True learning happens when students are curious. I try to spark curiosity by connecting lessons to real life, asking questions that encourage exploration, and showing students that knowledge is not just about exams—it’s about understanding the world.
Education and Personal Growth
My academic journey continues as I pursue my bachelor’s degree in Psychology with a specialization in Educational Psychology at UAX, Madrid. Studying psychology has given me a framework for understanding learning processes, but my real education comes from the classrooms and students I’ve worked with.
Completing the IB Diploma myself also shaped me as an educator. With HL Biology, HL English, and HL Spanish, I learned firsthand the challenges of balancing rigorous academics with personal well-being. That experience helps me relate to my students today—I know the stress they feel, and I know how important it is to balance ambition with self-care.
Looking Ahead
As I look to the future, my goal is simple: to keep combining psychology and education in ways that make learning more accessible and fulfilling for every student. Whether working with a child learning to read, a teenager preparing for IB exams, or a group of students navigating conflict, I want to create spaces where growth feels possible.
What drives me is not just the academic results, though those are important. It’s the smile of a student who finally understands a concept, the relief of a parent who sees progress, and the quiet pride of a young person who realizes they are capable of more than they believed. Those are the moments that remind me why I chose this path.
He charges 75 USD per hour for his classes. Click here to Fix an introductory class with him.