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Since December 2025
Instructor since December 2025
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Weekly program: your child creates with AI (projects,
From 144 C$ /h
A (60-minute) tour for children and teenagers who already use technology, ChatGPT, images, games, and for families who want that curiosity to have method, limits, and a visible result.
No prior assessment is necessary. The first class serves to get to know the student, adapt the pace (also if there are special educational needs) and choose the type of project.
What we do in weeks
Weeks 1–2. How an AI “learns”
With short projects, we observe data, patterns, and biases. The goal is not to memorize definitions, but for students to be able to explain, in their own words, why a tool is right or wrong.
Weeks 3–4. Create with discernment
Art, stories, or game ideas using generative tools. We work on prompts, what can be published, privacy, copyright, and when not to use AI (for example, to copy homework).
Week 5. Final Project
A mini-project of their own: a co-written story, a series of images, a simple classifier, a game idea... Something they can show at home and explain how they did it.
What does the family take with them?
• a 5-week overarching theme, not random, aimless classes
• Safe usage habits that are also useful at school
• Finally, a completed project and a brief note on how to proceed.
If the student has SEN (ADHD, dyslexia, organizational or rhythm difficulties), I break the work down into shorter steps, use visual aids, and measure progress in specific tasks, not speed.
No prior assessment is necessary. The first class serves to get to know the student, adapt the pace (also if there are special educational needs) and choose the type of project.
What we do in weeks
Weeks 1–2. How an AI “learns”
With short projects, we observe data, patterns, and biases. The goal is not to memorize definitions, but for students to be able to explain, in their own words, why a tool is right or wrong.
Weeks 3–4. Create with discernment
Art, stories, or game ideas using generative tools. We work on prompts, what can be published, privacy, copyright, and when not to use AI (for example, to copy homework).
Week 5. Final Project
A mini-project of their own: a co-written story, a series of images, a simple classifier, a game idea... Something they can show at home and explain how they did it.
What does the family take with them?
• a 5-week overarching theme, not random, aimless classes
• Safe usage habits that are also useful at school
• Finally, a completed project and a brief note on how to proceed.
If the student has SEN (ADHD, dyslexia, organizational or rhythm difficulties), I break the work down into shorter steps, use visual aids, and measure progress in specific tasks, not speed.
Extra information
Designed for ages 10–17. It can be adjusted if the child is a little younger but already reads fluently and can handle an online session.
Recommended frequency: 1 session per week. This can be shortened if the family requests it.
Bring: a laptop with a web browser, headphones, and if you already have an account with any AI tool, please mention it beforehand. No programming skills are required.
Recommended frequency: 1 session per week. This can be shortened if the family requests it.
Bring: a laptop with a web browser, headphones, and if you already have an account with any AI tool, please mention it beforehand. No programming skills are required.
Location
Online from Portugal
About Me
I coach children and teenagers (typically 10–17) to use Artificial Intelligence as a creative tool to serve their objectives (not as a shortcut for homework).
Parents usually contact me for one of three reasons:
• their child is curious about ChatGPT, image tools or games and they want that curiosity guided
• they want future-ready digital skills without another generic “coding for kids” course
• the student needs a slower, more structured path (including SEN: ADHD, dyslexia, processing or organisation difficulties)
How a typical lesson works
We start from something the student already cares about, a game, a story, a school project, a drawing and turn it into a small AI project. In class we mix:
• plain-language explanations of how models actually work (data, patterns, bias)
• hands-on practice with age-appropriate tools
• prompt craft: how to ask better questions and check the answer
• ethics and safety: privacy, copyright, what not to paste into a tool, and when AI is the wrong help
I do not teach how to “let the AI do the work.” I teach them to direct the tool, question it, and be accountable for the result.
About SEN
Lessons are 1:1 and adapted in real time: shorter steps, visual examples, extra processing time, checklists, and projects broken into visible wins.
The goal is confidence and independence not speed.
Background
I am a civil engineer and object-oriented programming developer with 10+ years teaching and coaching technology. Engineering helps me in teaching how to turn messy problems into clear steps that is also how I teach AI.
In the first lesson and we will start together with what your child already knows, what is safe for their age, and one project they can finish and be proud of.
Parents usually contact me for one of three reasons:
• their child is curious about ChatGPT, image tools or games and they want that curiosity guided
• they want future-ready digital skills without another generic “coding for kids” course
• the student needs a slower, more structured path (including SEN: ADHD, dyslexia, processing or organisation difficulties)
How a typical lesson works
We start from something the student already cares about, a game, a story, a school project, a drawing and turn it into a small AI project. In class we mix:
• plain-language explanations of how models actually work (data, patterns, bias)
• hands-on practice with age-appropriate tools
• prompt craft: how to ask better questions and check the answer
• ethics and safety: privacy, copyright, what not to paste into a tool, and when AI is the wrong help
I do not teach how to “let the AI do the work.” I teach them to direct the tool, question it, and be accountable for the result.
About SEN
Lessons are 1:1 and adapted in real time: shorter steps, visual examples, extra processing time, checklists, and projects broken into visible wins.
The goal is confidence and independence not speed.
Background
I am a civil engineer and object-oriented programming developer with 10+ years teaching and coaching technology. Engineering helps me in teaching how to turn messy problems into clear steps that is also how I teach AI.
In the first lesson and we will start together with what your child already knows, what is safe for their age, and one project they can finish and be proud of.
Education
Civil Engineer, Technology teacher & coach (10+ years).
Project-based AI for kids and teens: practical tools, machine learning basics, digital ethics and SEN-adapted 1:1 lessons.
Project-based AI for kids and teens: practical tools, machine learning basics, digital ethics and SEN-adapted 1:1 lessons.
Experience / Qualifications
10+ years teaching and coaching technology, now focused on Artificial Intelligence for children and teenagers (online, 1:1).
What I teach in practice
• Introduction to AI: what it is, what it is not, and where it already appears in games, video and schoolwork
• Creative and ethical use of generative tools (text, image, simple game ideas)
• First steps in how machines “learn”: data, patterns, bias
• Study skills with AI as an assistant (summaries, planning, checking work), with accountability for the student’s own thinking
• Adapted paths for SEN learners who need structure, visuals and a calmer pace
How I work
Every new student starts with a short conversation (child + parent): interests, school context, tools already used, and any learning needs. From that I propose a simple roadmap and a first project the student can finish.
Qualifications
• Civil Engineering degree
• Object-oriented programming developer
• Teacher and coach in technology and AI literacy
I keep classes practical.
Good sessions end with something the student can show: a story, an image series, a tiny trained example, a game, or a clearer way to plan schoolwork plus a short note to parents on what we did and what is safe to try at home.
What I teach in practice
• Introduction to AI: what it is, what it is not, and where it already appears in games, video and schoolwork
• Creative and ethical use of generative tools (text, image, simple game ideas)
• First steps in how machines “learn”: data, patterns, bias
• Study skills with AI as an assistant (summaries, planning, checking work), with accountability for the student’s own thinking
• Adapted paths for SEN learners who need structure, visuals and a calmer pace
How I work
Every new student starts with a short conversation (child + parent): interests, school context, tools already used, and any learning needs. From that I propose a simple roadmap and a first project the student can finish.
Qualifications
• Civil Engineering degree
• Object-oriented programming developer
• Teacher and coach in technology and AI literacy
I keep classes practical.
Good sessions end with something the student can show: a story, an image series, a tiny trained example, a game, or a clearer way to plan schoolwork plus a short note to parents on what we did and what is safe to try at home.
Age
Children (7-12 years old)
Teenagers (13-17 years old)
Adults (18-64 years old)
Seniors (65+ years old)
Student level
Beginner
Duration
60 minutes
The class is taught in
Spanish
French
English
Availability of a typical week
(GMT -04:00)
New York
Online via webcam
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
Is artificial intelligence just for adults? No!
A course for children and teenagers who already see AI in Netflix, games or ChatGPT and want to understand what it is, how it "thinks" and how to use it without getting into trouble.
In class, the student acts as a detective:
• Myth Busters: What is real AI and what just looks like AI
• Train a toy AI: simple examples of machine learning (data, hits, biases)
• Asks its first well-formulated questions to a generative tool for a short story or image
• Learn the rules at home and at school: privacy, copying homework, what not to paste into a tool
You don't need to know how to program.
It's good enough to test things out. If it works out, we'll continue with projects (stories, art, games) at its own pace.
Recommended age: 10–14 years. Also 8–9 if they read fluently and can handle an online class; 15–17 if they want to start from scratch with a critical mind, not just "try ChatGPT".
A course for children and teenagers who already see AI in Netflix, games or ChatGPT and want to understand what it is, how it "thinks" and how to use it without getting into trouble.
In class, the student acts as a detective:
• Myth Busters: What is real AI and what just looks like AI
• Train a toy AI: simple examples of machine learning (data, hits, biases)
• Asks its first well-formulated questions to a generative tool for a short story or image
• Learn the rules at home and at school: privacy, copying homework, what not to paste into a tool
You don't need to know how to program.
It's good enough to test things out. If it works out, we'll continue with projects (stories, art, games) at its own pace.
Recommended age: 10–14 years. Also 8–9 if they read fluently and can handle an online class; 15–17 if they want to start from scratch with a critical mind, not just "try ChatGPT".
1-to-1 classes for students who get stuck not so much because they “don’t understand”, but because they cannot start, organise, hold attention, or break a big assignment into steps.
We use artificial intelligence as a scaffold — not to do the homework for them.
Who it is for
Secondary / high-school students (also last years of primary if they already work on a computer) with ADHD, dyslexia, dyscalculia or other SEN that affect organisation, focus or processing. It also fits if there is no formal diagnosis but the same pattern repeats at home: forgotten work, freezing in front of a blank page, assignments handed in at the last minute.
What we practise in class
• Breaking a topic or project into a realistic list
• Asking AI for a summary or outline — then checking it against school materials
• Turning a dense paragraph into a map, a visual guide or 5 practice questions
• Building a weekly routine: what gets done today, what can wait, how long it should take
• Clear rules: when AI helps and when it does not
The student leaves the session with something they can use that same afternoon (a plan for an assignment, a guide to a topic, a 3-day calendar).
What the family gets
After several sessions, a small home kit: prompts they may use, tools that fit their age, and how to repeat the method without hovering the whole time.
Pace
8–10 sessions, once a week, is usually what makes the habit stick. You can start with 3–4 and decide after that.
We use artificial intelligence as a scaffold — not to do the homework for them.
Who it is for
Secondary / high-school students (also last years of primary if they already work on a computer) with ADHD, dyslexia, dyscalculia or other SEN that affect organisation, focus or processing. It also fits if there is no formal diagnosis but the same pattern repeats at home: forgotten work, freezing in front of a blank page, assignments handed in at the last minute.
What we practise in class
• Breaking a topic or project into a realistic list
• Asking AI for a summary or outline — then checking it against school materials
• Turning a dense paragraph into a map, a visual guide or 5 practice questions
• Building a weekly routine: what gets done today, what can wait, how long it should take
• Clear rules: when AI helps and when it does not
The student leaves the session with something they can use that same afternoon (a plan for an assignment, a guide to a topic, a 3-day calendar).
What the family gets
After several sessions, a small home kit: prompts they may use, tools that fit their age, and how to repeat the method without hovering the whole time.
Pace
8–10 sessions, once a week, is usually what makes the habit stick. You can start with 3–4 and decide after that.
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