Margot Henderson LaPointe is a Certified Professional Coach, Executive Function Coach, and tutor who heads the Learning Services Department at The Southfield Center. She brings 18 years of private school teaching experience to the Center. Margot has worked in New York City, San Francisco, CA, and New Canaan, CT. Margot believes in teaching the whole student to foster development by providing diverse opportunities for physical, social, emotional, and cognitive growth. Margot is a Certified Professional Coach by the Institute for Professional Excellence in Coaching (iPEC). She received her Master of Science in Education from the Bank Street College in New York City and a BS in Psychology from St. Lawrence University. Margot has a passion for helping others.
She has studied Executive Function Skills for years. She has helped many children identify and create a plan of support for their learning. Margot believes that teachers can make a huge impact on a person’s life and through her years of training she is able to help someone see that we all learn in different ways. As a Life and Transition Coach, she helps her clients navigate through major life transitions with confidence and ease. Together, they navigate difficult transitions and identify the best path forward. The client determines what’s important, defines goals, and makes a plan to achieve the desired outcome. During this unique exploration, her clients many times discover obstacles and patterns that have been getting in the way. This, in turn, prepares her clients to better handle future life transitions.
- Master Teacher of 18 years (Classroom teacher and Learning Strategist)
- Master of Science in Education
- Experienced Executive Function Coach
- Individualized Support for students with ADD, ADHD, and/or Learning Differences
- Certified Professional Coach
The individual process provides the skills for students to be able to learn independently. Margot’s coaching style allows each student to develop stronger skills to organize, manage time, initiate, set goals, make decisions, and self-monitor through their assignments. She provides a structure and a warm safe environment for each student to be able to find their strengths and challenges to create strong realistic goals. During this time, the purpose is for the student to gain confidence and become more willing to take risks.
“Tell me and I forget, teach me and I may remember, involve me and I learn.”