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The record
Request a Consultation
Not a trial lesson
Academic Consultation

Share the student's work. Receive a clear academic assessment.

Scott reviews the student's school context, current course, recent work, rubric, and teacher feedback. The family then receives a formal written report identifying the principal findings, priorities for instruction, and recommended next steps.
Request a ConsultationRequest a Consultation
taipei  17:55
How the process begins
Submitting this form requests an academic consultation. It does not automatically schedule a 60 to 90 minute diagnostic assessment. Scott reviews the information personally and recommends the most appropriate next step.
Taipei
01
Enquiry

Only the information needed to begin.

Answer four short questions about the student and provide your contact details. The form does not ask about budget, availability, or how you found Wallace Academia. Scott reads every enquiry personally to understand the student's circumstances and determine the most appropriate next step.
By sending this you confirm that you are the student's parent or guardian, or are authorised to enquire for the family, and that Wallace Academia may use what you have written to answer the enquiry. Please do not send school account credentials.
Thank you! Your submission has been received!
Oops! Something went wrong while submitting the form.
Modern ceiling light fixture composed of several large illuminated circular rings suspended against a dark background.
02
Availability
Personal replies, seven
days a week
Enquiries received between 9 a.m. and 9 p.m. Taiwan time are reviewed and answered personally by Scott within two hours, longer if written in Mandarin. Enquiries received outside these hours are answered during the next response period. Chinese-language enquiries receive a reply in Chinese.
Online by Design.
Limited In-Person
Lessons are primarily taught online from a purpose-built teaching studio. Limited in-person appointments are available in Taipei on Tuesdays and Saturdays and are generally reserved for younger children who do not have access to a suitable device for online learning. Appointments normally require a minimum booking of 90 minutes, with fees quoted separately.

03
Programme fit

One standard of instruction.

Three levels of access and support.

The exact rate depends on the student's grade level, course, and programme structure. After reviewing the student's work and circumstances, Scott explains the appropriate options and confirms the rate during the consultation.
Flexible Access
For families whose schedules do not allow a regular weekly appointment. Lessons are arranged individually from the times still available when a booking is requested. No recurring appointment is reserved
Chosen by most families
Reserved Programme
For students who benefit from consistent weekly tuition. The same appointment is protected throughout the academic year, providing continuity and a lower hourly rate.
Academic Partnership
For students who require closer academic oversight beyond the scheduled lesson. Support may include proactive planning, defined assistance between sessions, regular review of current schoolwork, and closer communication with the family. Limited places. Offered following consultation
Limited in-person tuition in Taipei is quoted separately because of the additional travel and scheduling involved. Existing families continue under their current arrangements.

The five steps, in full

Entering the practice

Nobody begins with a lesson.

Every student who works with me begins the same way, and it is not by booking an hour. It is by being read. The five steps below are the whole of it, start to finish, before any teaching is agreed.
01
The enquiry
02
The prior reading
03
 The diagnostic session
04
The written report
05
The conversation about fit
‍OPTIONAL
01
The enquiry
What I do
I read every enquiry myself. There is no office between us and no assistant deciding which messages reach me. I reply either with a date, or with the name of someone better suited to the work, and I say which of the two it is in the first line.
What you bring
A short note. The student's year group, the subjects in question, and what has prompted you to write now rather than a year ago.
How long
A reply within two hours, between 9am and 9pm Taipei time.
02
Review before the consultation
What I do
I read the student's recent work before we ever meet: essays, marked papers, a set of problems, a half-finished draft. I read it cold, without the school's account of the student in my hand, because that account tends to describe the mark rather than the mind.
What you bring
Two or three representative pieces of recent work, exactly as they are. Marked or unmarked, finished or abandoned. Nothing typed up or tidied for anyone's benefit.
How long
Sent before the session.

Tidied work tells me what a family can produce under pressure. Untidied work tells me what a student does when nobody is watching. The second is the useful one.

03
The diagnostic session
What I do
I work with the student for sixty to ninety minutes on their own material, the length chosen for their age and course. I am not teaching in this hour and I do not set anything new. I am finding out where the argument gives way, and whether it gives way in the thinking, in the reading, or only in the writing. Those three failures look identical on a marked paper and need three different years of work.
What you bring
The student, and no preparation of any kind. The findings are discussed with the parent straight after the session.
How long
Sixty to ninety minutes, online or, on a Tuesday or Saturday, in person in Taipei.
04
The formal written report
What I do
I write an account of what I found and send it to you whether or not we go on to work together. It names what the student already does well, states where the work fails and why, and sets out what a year of study here would address, in the order I would address it.
What you bring
Nothing. The report is mine to produce, and it is yours to keep, take to a school, or disagree with.
How long
Sent after the session.

It is written to the student as much as to you.

04
The conversation about fit
What I do
If you want it, we sit with the report together and I answer the question it cannot answer on paper: whether this is the right practice for your child now. Sometimes the honest answer is that the work I would set is a year early, and I would rather say so now than later.
What you bring
Your questions, and a decision that can wait. I do not ask for one in the room and I do not hold places while you think.
How long
In person or by call.

Most families take it. Some read the report, decide, and write to me the same week. Both are ordinary.

Previous step
Next step
Move along the path with the markers, the arrow keys, or the two buttons. The five steps are listed in full below the figure for anyone reading with assistive software.
Entering the practice

Five steps before tuition
begins.

Every prospective student begins with an academic consultation, not a trial lesson. Scott reviews the enquiry, the school context, the student's current work, and any available teacher feedback before recommending what should happen next. The five steps below show the complete process, from initial enquiry to a written recommendation and, where appropriate, an agreed programme of tuition.
01
The enquiry
What I do
I read every enquiry personally. There is no office or assistant between your message and my reply. I will state clearly whether Wallace Academia can provide the support required and, where appropriate, propose a date for an academic consultation. The first line of my reply will make the next step clear.
What you provide
A brief note stating the student's year group, the subject or course, and what has changed or prompted you to seek support now.
When
Enquiries received between 9 a.m. and 9 p.m. Taiwan time receive a personal reply within two hours. Messages received outside these hours are answered during the next response period.
02
Review before the consultation
What I do
I review two or three recent examples of the student's work before the consultation. I first examine how the student approaches the task, uses evidence, reasons, and structures the response. I then review the grade, rubric, and teacher feedback to identify the strengths and difficulties behind the result.
What you provide
Send the work exactly as it was completed or returned. Marked or unmarked, finished or unfinished, it should not be corrected or rewritten beforehand. Include the question, rubric, and feedback where available.
When
The material must be received before the consultation to allow time for a proper review.
03
The diagnostic assessment
What I do
I work with the student for 60 to 90 minutes using their recent work and, where necessary, carefully selected diagnostic tasks suited to their age, course, and academic concern. This is an assessment, not a trial lesson. I do not begin teaching a new unit. Instead, I identify where the student's performance first begins to break down: in understanding the task, interpreting the material, reasoning through it, applying subject knowledge, or expressing the answer clearly. These difficulties can produce similar results on a marked paper, but they require different forms of instruction.
What you provide
The student does not need to revise or prepare in advance. They should attend as they normally would and have access to any materials requested beforehand. I provide the parent with a brief initial summary after the session. The full findings, priorities, and recommended course of action are then set out in a formal written report.
When
The assessment lasts 60 to 90 minutes, with the length selected according to the student's age, course, and needs. Most assessments take place online. Limited in-person appointments may be available in Taipei on Tuesdays and Saturdays, with priority generally given to younger children for whom online participation is not practical.
04
The formal written report
What I do
I prepare a written report explaining the student's strengths, the principal areas for improvement, and the reasons behind the difficulties identified during the assessment. The report sets out the priorities for instruction, the order in which they should be addressed, and the recommended next step. It is provided whether or not ongoing tuition is agreed. The report is written for the student as well as the parent. Its purpose is not only to describe what I found, but to help the student understand what needs to change and why.
What you provide
Nothing further. The report is based on the submitted work, the assessment session, and any available rubric or teacher feedback. It is yours to keep and may be shared with the school.
When
Sent within three working days of the assessment.
05
The follow-up consultation
What I do
After you have read the report, we can discuss the findings and whether Wallace Academia is the right practice for the student at this stage. I answer your questions, explain the recommended course of action, and discuss what ongoing tuition would involve. Sometimes my conclusion is that tuition is not yet necessary, or that the student is not yet ready for the level of work I would recommend. I would rather state that clearly before a family commits to a programme than discover it several months later.
What you provide
Bring any questions raised by the report. You do not need to make a decision during the conversation. Places are not provisionally held while a family considers the recommendation. Tuition is arranged only after the family has decided to proceed and an appropriate appointment remains available.
When
By video call or, where arranged, in person. Most families choose to discuss the report. Others read it, consider the recommendation independently, and contact me afterwards. Both approaches are entirely normal.

04

Scope of the work

    What Scott takes on

    The student can attend consistently and talk about school work

    The family values preparation, direct feedback and continuity

    The goal is to improve reading, reasoning, writing or model application

    What he does not

    Outsourcing the assignment

    Maths or the sciences, which Scott does not teach

    A guaranteed grade, score or admission

05
Before you write

Questions parents actually ask.

Who teaches the lessons?
Are lessons online or in person?
How long is a lesson?
Which platform do lessons use?
How will I know how my child is doing?
Is the first meeting a trial lesson?
What does Scott not teach?
Is every student accepted?
Are lessons recorded?
06
Privacy

What happens to
what you send.

Every enquiry is read personally by Scott,
whether it is written in English or
Chinese.
The information is used only to review the request, communicate with the family,
and provide any consultation or tuition that follows. Examples of recent student
work are requested only after the initial enquiry has been reviewed. Scott will
never ask for access to a school account or request login details or passwords.
No student work or academic record is published without explicit written permission. Any record displayed on this website is redacted to remove identifying information and appears on a dedicated evidence page stating what documentation Wallace Academia holds.
Wallace Academia is an independent private practice. It is not affiliated with, endorsed by, or acting on behalf of any school.
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Wallace Academia

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Taipei

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