Addison B.
Addison is an Intermediate/Senior Chemistry and Biology teacher who is passionate about helping students develop confidence and a strong understanding of the sciences. She is kind, warm, and approachable, and works to create a welcoming learning environment where students feel comfortable asking questions, making mistakes, and working through challenging concepts.
With a patient and encouraging teaching style, Addison takes the time to understand each student’s individual learning needs and adapts her approach accordingly. She enjoys breaking down complex scientific concepts into manageable steps and using clear explanations and real-world examples to make learning more engaging and meaningful.
Addison believes that building a positive relationship with students is an important part of successful learning. She strives to help students not only improve their academic skills, but also become more confident, independent learners. Her goal is to make students feel supported while encouraging them to challenge themselves and recognize their own progress.
Michael W.
Michael is an experienced educator and engineering professional with approximately 10 years of teaching experience in both college and secondary school settings. He has worked as a Professor and Program Coordinator at Conestoga College and is currently completing his Bachelor of Education in Technological Education at Lakehead University.
With a background in education, engineering, technology, and programming, Michael enjoys making challenging concepts easier to understand and connecting learning to real-world examples. He tutors Mathematics, Physics, Coding, English, and technology-related subjects, with a particular interest in supporting students in Grades 7–12.
Michael is patient, approachable, and passionate about helping students feel confident in their abilities. He takes the time to understand how each student learns best and adapts his approach to make lessons engaging, supportive, and meaningful. He believes that mistakes are an important part of learning and encourages students to ask questions, problem-solve, and take pride in their progress.
As a parent of two school-aged children, Michael understands the importance of creating a positive learning environment and building strong relationships with both students and families. His goal is not only to help students improve academically, but also to help them become more confident, independent, and enthusiastic learners.
Kaedin R.
Kaedin is a second-year Teacher Candidate at Trent University, specializing in French and Visual Arts. He holds a Transitional Certificate with the Ontario College of Teachers and an Honours Bachelor of Arts in French Studies from York University’s Glendon College.
Kaedin brings an energetic, creative, and student-centred approach to every tutoring session. While his teacher education has primarily focused on French, he has also provided multidisciplinary literacy support to high school students and has led Intermediate students through Language and Math units.
Whether supporting a student learning a second language, working through challenging Math concepts, or developing stronger reading and writing skills, Kaedin strives to make learning engaging, accessible, and rewarding. He adapts his approach to each student’s needs and aims to build both confidence and a genuine enjoyment of learning.
PAR B.
Par holds a Bachelor of Science in Mathematics and Its Applications, with a minor in Politics. He has more than 10 years of tutoring experience, supporting students from elementary school through university in mathematics and science.
His teaching experience includes Functions, Advanced Functions, Calculus and Vectors, physics, and chemistry. He also supports university students in calculus, linear algebra, statistics, and discrete mathematics.
Par adapts his lessons to each student’s academic needs, learning pace, and goals. His approach combines clear explanations, worked examples, and guided practice to strengthen understanding and independent problem-solving. He has experience supporting students with ADHD, using manageable tasks and structured lessons to help maintain engagement.
Par provides individual academic support, homework assistance, and assessment preparation. He emphasizes foundational skills and communicates with families about students’ progress and areas for further development.
KYO S.
Mr. So is an Ontario Certified Teacher dedicated to fostering a supportive, inclusive, and high-energy classroom environment. Specializing in high school Mathematics and Sciences—including senior Biology, Chemistry, Physics, and Advanced Functions—he focuses on turning complex, intimidating concepts into accessible and genuinely enjoyable learning experiences. Mr. So firmly believes that strong student-teacher relationships are the foundation of academic growth, and he takes pride in guiding, encouraging, and challenging his students at every stage of their educational journey.
When he isn’t in the classroom demystifying calculus or balancing chemical equations, Mr. So can usually be found exploring hands-on STEM experiments, fine-tuning his coffee-to-grading ratio, or attempting to convince anyone who will listen that physics is secretly the most exciting subject on Earth.
Abraham D.
Abraham is a dynamic educator dedicated to the core mission of teaching students *how* to learn. He brings a rich blend of academic rigor, global perspective, and practical application to the classroom, backed by a B.A. from Penn State, Master of Science in Education degree from the University of Pennsylvania, and a J.D. from the University of Pittsburgh School of Law.
Abraham’s student-centered, holistic philosophy views the classroom as a vibrant hub of inquiry, diversity, and interdisciplinary discovery. Having taught across diverse learning environments—from public and charter schools in Philadelphia to international classrooms in Argentina and China—he excels at bridging cultural and linguistic barriers to make complex subjects accessible and deeply resonant.
Abraham helps students master foundational reading, writing, and literacy skills, connect curricula standards to real-world applications, and develop critical thinking through interactive games, case studies, and technology. Outside of teaching, Abraham enjoys culinary arts, fashion, literature, sports, Latin dance, architecture & design, and exploring global cities.
Jadina R.
Jadina is a Registered Behaviour Analyst (RBA) in Ontario and a Board Certified Behavior Analyst (BCBA), with a Master’s degree in Applied Behavior Analysis. She brings extensive experience supporting children and adolescents with autism and other developmental needs through individualized, evidence-based strategies.
Jadina is passionate about helping learners build confidence and develop meaningful skills in areas such as communication, self-regulation, social skills, executive functioning, transitions, and academic readiness. Her approach incorporates positive reinforcement, individualized teaching strategies, and data-informed practices to support meaningful and measurable progress.
She believes in building strong, collaborative relationships with learners and their families and creating a supportive environment where children feel comfortable, motivated, and successful. Her goal is to help each learner develop practical skills that foster greater independence, both academically and in everyday life.
Stephanie B.
Stephanie is an experienced educator with eight years of high school teaching experience. She holds an undergraduate degree in Marine Science and a master’s degree in microbiology and cell science from the University of Florida.
Stephanie is passionate about making science engaging and accessible. She specializes in creating meaningful connections between scientific concepts and students’ everyday lives, fostering genuine enthusiasm for learning. Beyond the classroom, she serves as a high school softball coach and values spending quality time with her family.
Griffin W.
EN: Born and raised in Montreal, Griffin recently graduated from the Institute of European, Russian, and Eurasian Studies at Carleton University. Prior to his two years in Ottawa, he completed his Bachelor of Arts degree at McGill University in 2022. During his time at Carleton, he was a teaching assistant, tasked with grading essays and exams, organizing and running discussion groups, and teaching lessons. These experiences, as both successful student and successful teaching assistant provided him with the knowledge of how young students can best succeed from both sides of the teacher-student perspective.
From an early age, Griffin had a passion for history and politics, even attempting to memorize the list of Canadian Prime Ministers in first grade. This passion eventually led him to double major in History and Political Science at McGill. At John Abbott College and McGill, his broad curiosity regarding historical and political events, along with new encounters with political theory and political economy, developed into a particular focus on the Soviet Union, which would come to serve as the foundation of his master’s thesis.
Outside of his academic pursuits, he is an avid hockey player and fan. A lifelong skater and dedicated supporter of the Boston Bruins, his other sporting interests include the NFL’s New England Patriots, the PWHL’s Montreal Victoire, and the CFL’s Montreal Alouettes.
When he’s not reading history, attending an Als game, or on the ice, Griffin can often be found at the movie theatre or staying up late into the night watching and analyzing live election coverage, both domestic and international.
FR: Né et ayant grandi à Montréal, Griffin est récemment diplômé de l’Institut d’études européennes, russes et eurasiennes de l’Université Carleton. Avant de passer deux ans à Ottawa, il a obtenu son baccalauréat ès arts de l’Université McGill en 2022. Durant ses études à Carleton, il a travaillé comme auxiliaire d’enseignement, où il était notamment chargé de corriger des travaux et des examens, d’organiser et d’animer des groupes de discussion ainsi que de donner des cours. Ses expériences, à la fois comme étudiant accompli et comme auxiliaire d’enseignement, lui ont permis de bien comprendre les méthodes qui favorisent la réussite des jeunes, tant du point de vue de l’étudiant que de celui de l’enseignant.
Dès son plus jeune âge, Griffin s’est passionné pour l’histoire et la politique, allant même jusqu’à essayer de mémoriser la liste des premiers ministres du Canada alors qu’il était en première année du primaire. Cette passion l’a finalement amené à faire une double majeure en histoire et en science politique à l’Université McGill. Au Collège John Abbott et à McGill, sa grande curiosité pour les événements historiques et politiques, combinée à sa découverte de la théorie politique et de l’économie politique, l’a amené à développer un intérêt particulier pour l’Union soviétique, qui allait par la suite constituer le fondement de son mémoire de maîtrise.
En dehors de ses études, Griffin est un grand amateur et joueur de hockey. Patineur depuis toujours et fervent partisan des Bruins de Boston, il s’intéresse également aux Patriots de la Nouvelle-Angleterre de la NFL, à la Victoire de Montréal de la LPHF et aux Alouettes de Montréal de la LCF.
Lorsqu’il ne lit pas sur l’histoire, n’assiste pas à un match des Alouettes ou n’est pas sur la glace, Griffin se trouve souvent au cinéma ou veille tard dans la nuit pour suivre et analyser en direct la couverture des élections, tant au Canada qu’à l’international.
Marina S.
Marina is a dedicated ABA Therapist who is passionate about supporting individuals with autism and other developmental disabilities. She uses evidence-based ABA strategies to help clients develop meaningful skills in communication, social interaction, behaviour, and daily living.
Marina is committed to creating a positive, supportive, and engaging environment where clients feel comfortable learning, growing, and working toward their individual goals. She takes a collaborative approach, working closely with families and multidisciplinary teams to ensure consistent and individualized support. Her goal is to help each client build confidence, develop greater independence, and make meaningful progress in their everyday lives.