Teacher Feature: Introducing Holly R.
At Pacific Preparatory, we are so lucky to work with the most thoughtful and inspiring instructors, all who bring lessons to life with engaging connections to student interests and their community. This month, we are excited to celebrate Holly!
What made you step away from professor life at the University of Maine to focus on 1:1 education?
As a kid, I always wanted to be a professor because I loved learning. The career was a symbol to me that I would be able to keep learning forever. Along the way, I also fell in love with teaching. I found my intellectual home as a writing tutor, academic mentor, classroom teacher, and advisor. Being a teacher meant seeing material with fresh eyes and sharing that excitement with others. Every student, and every classroom, was a discovery.
But the reality of academia was different than I’d imagined. I was constantly told to spend less time on teaching and mentoring and more time furthering my publication goals. I stuck it out for several years, but eventually I had to come to terms with the huge discrepancy between this “dream job” and my actual dreams: freedom to learn, grow, teach, and nurture.
I was lucky enough to realize that 1:1 education reflected my authentic dreams much more closely. Every class is a fresh adventure, and every student offers a new window on the subject. Best of all, my teaching doesn’t have to come second to anything. Throwing myself into curiosity isn’t a sacrifice or a guilty pleasure—it’s exactly what I should be doing!
How does your background shape the way you work with a student who’s stuck?
At various points in my life, I’ve struggled with writer’s block, perfectionism, and procrastination—and faced some real consequences because of it.
These experiences gave me a lot of humility. I know I need to be careful about taking on too much or pushing myself too hard. I have to consciously use many of the executive functioning tools that my students do: setting reminders, breaking down large tasks, and using accountability buddies. Thankfully, doing this has allowed me to build better peer relationships and has improved the quality of my work over time.
My experience also gave me empathy for students that are struggling. When a student is really hitting a wall academically, they may need to drastically reframe how they look at themselves and their relationship to work. Some students are rewarded for perfectionism and last-minute deadline sprints. They trust that they will always “get it done”—until they don’t. So their identity as a student or learner may be tied with habits that are suddenly failing them. It takes a lot of courage to back away from academic habits that may have served them well.
When a student is wrestling with writer’s block or procrastination, where do you begin?
I always start small. These issues usually stem from feelings of overwhelm, dread, or self doubt. By starting with the smallest of goals—5 minutes of free writing, or simply annotating the assignment—the student can break through mental blocks and slowly build up their stamina.
If students are overwhelmed or stressed, they often resist the idea of slowing down. But, as I often say: sometimes you have to fall behind to get ahead. And I mean it! Trying too hard to catch up can create unreasonable pressure and expectations that make it nearly impossible to move forward.
This can be really hard for students (and parents) to hear. One thing I love about 1:1 education is that we can build a plan to do this together. I can adjust the timeline so that we start small and build without the student feeling like they are falling behind in the course.
What does meaningful progress look like for a student who came in feeling stuck?
To me, confidence is one of the most important markers of progress. I want students to feel like empowered creators of their own educational experience. This is much easier to accomplish in a 1:1 teaching environment, where we can invite and nurture a growing sense of autonomy in our students.
Meet Holly (she/her)! With over a decade of college-level classroom teaching experience in Literature, Composition, Film Analysis, Media Studies, and Communication, Holly brings a depth of knowledge and a passion for supporting students of all backgrounds. After receiving her PhD in Comparative Literature and American Studies from Indiana University, she served as a professor at the University of Maine for five years before finding her niche in 1:1 education. Holly has excelled as a teacher, academic coach, tutor, and lead admissions consultant, specializing in guiding complex learners and those facing motivational hurdles like writer’s block or procrastination. Holly also enjoys working collaboratively with families to help students achieve their educational aspirations. Outside of teaching, Holly can often be found on stage in community theater productions, out exploring local hiking trails, or trying out new recipes at home. She lives in Bangor, Maine, with her husband, two kids, and their energetic rescue dog.
