Erica

EN: As a speech-language pathology graduate student, Erica has specialized training in language development, literacy foundations, and how children process and understand information. Her training allows her to go beyond homework help and identify the underlying skills that support success in reading, writing, and math.
Erica provides structured, engaging tutoring tailored to each child’s learning profile, helping students build both competence and confidence.

FR: En tant qu’étudiante diplômée en orthophonie, Erica a suivi une formation spécialisée dans le développement du langage, les fondements de l’alphabétisation et la façon dont les enfants traitent et comprennent l’information. Sa formation lui permet d’aller au-delà de l’aide aux devoirs et d’identifier les compétences sous-jacentes qui soutiennent le succès en lecture, écriture et mathématiques.
Erica fournit un tutorat structuré et engageant adapté au profil d’apprentissage de chaque enfant, aidant les étudiants à renforcer à la fois leur compétence et leur confiance.

S. Bolton

Ms. Bolton is a highly qualified educator who holds a Master’s in Elementary Education from Liberty University and is currently advancing her expertise with a second Master’s in Special Education from the University of Lynchburg. With dual certifications in K-6 and K-12 Special Education, she has a rich background teaching in both public and private day school settings across a wide range of grade levels.

Currently, Ms. Bolton teaches high school science—including Biology and Anatomy—where she has been instrumental in significantly increasing student SOL pass rates. She specializes in making complex concepts accessible through guided notes, hands-on interactive labs, and a focused “paper and pencil” approach. By utilizing relatable analogies and building genuine connections with her students, Ms. Bolton ensures that learners of all ability levels feel supported and challenged. She is a firm believer that every student is capable of achieving great things when given the right

tools.

When she isn’t in the classroom, Ms. Bolton can be found with her nose in a book, cuddling with her cats, or volunteering with her local Community Emergency Response Team (CERT) to help her community stay disaster-ready. While she is an expert at preparing her students for exams and her neighbors for emergencies, she has yet to find a way to prepare her bookshelf for the inevitable arrival of “just one more” book or a “response plan” for her two cuddly cats, who are professionals at getting into everything the moment her back is turned.

SAANYA M.

Saanya is a psychology graduate with experience providing one-on-one academic and behavioural support to children and adolescents with diverse learning needs, including individuals on the autism spectrum. She uses evidence-informed, ABA-aligned strategies such as positive reinforcement, structured routines, and individualized support to promote skill development, emotional regulation, and confidence.

Saanya has training in behaviour support and de-escalation techniques and is comfortable working under supervision while following individualized support plans. She plans to pursue graduate studies in Counselling Psychology and is committed to providing ethical, compassionate, and consistent care that supports each child’s long-term growth and well-being.

ANNA G.

Julia F.

Julia recently completed her Bachelor of Education Primary/Junior program at Ontario Tech University and holds a Bachelor of Arts in Psychology from Toronto Metropolitan University. Her background in psychology supports a strong understanding of child development, learning differences, and student well-being, which she brings into her practice.
With experience supporting students from Kindergarten through Grade 6, Julia provides individualized support that strengthens foundational skills and builds student confidence. She uses clear explanations, hands-on strategies, and responsive feedback to meet learners where they are and support meaningful progress.
Julia emphasizes relationship-building and creates a supportive learning environment where students feel comfortable asking questions and engaging with challenges. She integrates strategies that encourage self-regulation, motivation, and a growth mindset, helping students develop confidence and persistence in their learning.
In her free time, Julia enjoys reading, crocheting, and exploring creative art projects. These interests influence her tutoring approach by encouraging creativity, patience, and problem-solving, and by helping her connect with students in a relaxed and supportive way. She values balance, curiosity, and lifelong learning, and strives to model these habits while supporting students in building confidence and developing a positive relationship with learning.

Erica C.

Erica is a highly accomplished teacher of 25 years with specializations in neurodiversity, mathematics, language and transitions from elementary to secondary school. She holds a Position of Responsibility at her school managing the intermediate department. Erica actively engages in new professional development constantly to improve her practice.

Juliana S.

Juliana is a Certified Teacher who helps elementary students understand their schoolwork and feel more confident doing it. She has several years of experience supporting children in classrooms settings, working with students with different learning needs and learning styles.

Juliana supports students in literacy, math, organization, and study skills. She has experience working with children who have Individual Education Plans (IEPs) and English Language Learners, and understands the importance of breaking concepts into clear, manageable steps so students can keep up and make progress.

Parents appreciate Juliana’s clear and structured approach. She explains concepts using simple language, checks for understanding, and gives students guided practice so they can apply what they learn independently. Her focus is on helping students understand their work, not just complete assignments.

To support learning, Juliana uses a mix of hands-on materials, visual supports, and age-appropriate technology tools. She has a strong interest in how children learn and adapts her teaching approach to match different learning styles.

Juliana values communication with families and works to create focused, well-organized learning time that helps students build skills they can use in the classroom and beyond.

Marielle B.

EN: Marielle has strong academic knowledge in English, French, and humanities-based subjects. She is a Communications student at the Université de Montréal, where she is completing her Bachelor’s degree and developing skills in writing, analysis, and communication.

Marielle supports student learning by adapting to different learning styles and emphasizing clarity, organization, and structured thinking. She aims to help students improve comprehension, strengthen study habits, and build academic confidence. Bilingual in English and French, Marielle offers subject support in both languages and values creating a supportive and encouraging learning environment.

FR: Marielle possède de solides connaissances académiques en français, en anglais et dans les matières des sciences humaines. Elle est étudiante en communication à l’Université de Montréal, où elle complète son baccalauréat et développe des compétences en écriture, en analyse et en communication.

Elle accompagne les élèves en s’adaptant aux différents styles d’apprentissage et en mettant l’accent sur la clarté, l’organisation et la structuration des idées. Elle cherche à aider les élèves à améliorer leur compréhension, leurs méthodes de travail et leur confiance académique. Bilingue en français et en anglais, Marielle offre un soutien scolaire dans les deux langues et privilégie un environnement d’apprentissage bienveillant.

Olwyn (Ollie) S.

Olwyn (Ollie) is in her last year of her Bachelors degree in Sociology (Honours) at Concordia. Alongside her studies, for the past three years, she has worked as a tutor, primarily for elementary-aged students. She uses a patient and empathetic approach which encourages a love for learning. Ollie believes a positive relationship with her students is key for their success in tutoring.

Ollie has prior experience in private tutoring and tutoring in schools. Through previous positions, she has developed a specialization in tutoring English and is now UFLI-trained. She has since used the UFLI program and its components to work with a variety of students, including neurodivergent students. Over the years, she has learned how successful a consistent approach, such as through UFLI, can be. In addition to English tutoring, Ollie also has experience tutoring math and with homework help, as well as other subjects, through her diverse prior positions.

Having previously tutored in schools, Ollie’s background as a tutor is highly collaborative. She is a strong believer in communication with parents and teachers and always appreciates feedback. This ensures a consistent approach which is sensitive to the needs of the student. Alongside communication, Ollie is careful to document her work and to stay organized, this is to track progress and ensure that sessions include a range of activities within the chosen approach.

Ollie is passionate about her work and eager to make a difference. She can promise to be a thoughtful and supportive tutor, who inspires her students.

Susan S.

Susan S. is a certified educator whose teaching philosophy blends a deep understanding of psychology from her Bachelor’s Degree in Psychology. Susan values a warm, student-centered approach; she is preparing to pursue her Masters of Education to further integrate psychological theory into classroom practice. Susan believes every child learns uniquely and that effective teaching begins with knowing each student’s strengths, interests, and emotional needs. She uses evidence-based strategies—differentiated instruction, formative assessment, ABA-informed supports, visual schedules, social stories, and assistive technologies—to build confidence, independence, and measurable progress, especially for neurodivergent learners. Collaborative by nature, Susan partners closely with families and school teams to design practical IEPs, Comprehensive Autism Planning Systems, and personalized programs that connect school learning to home life. Warm, patient, and student-success focused, she aims to help students discover their strengths and develop lasting skills for academic success and well-being.