Stephen S.

EN: Stephen is an undergraduate student in Mining Engineering at McGill University with a strong academic background and a passion for helping students build confidence in their learning. A graduate of Marianopolis College’s Pure and Applied Science program and a Dean’s List recipient, he tutors mathematics, science, chemistry, and French to elementary and high school students in both English and French.

Stephen has experience working with elementary and high school students, helping them strengthen their understanding of key concepts while also developing the habits needed for long-term academic success. His teaching approach is patient, structured, and encouraging, with an emphasis on helping students improve not only their subject knowledge, but also their study habits, organization, discipline, and self-confidence.

Through his studies in a rigorous science program and now in engineering, Stephen has developed strong analytical and problem-solving skills that he brings to every tutoring session. He believes that effective tutoring goes beyond simply explaining material: it also involves helping students learn how to approach challenges independently, stay organized, and build the confidence needed to succeed in school.

Stephen is committed to making learning clear, engaging, and accessible, and to creating a supportive environment where each student can progress at their own pace and develop the skills needed for lasting academic success.

FR: Stephen est étudiant de premier cycle en génie minier à l’Université McGill et possède un solide parcours académique ainsi qu’un réel intérêt pour l’accompagnement des élèves dans leur réussite scolaire. Diplômé du programme Sciences pures et appliquées du Collège Marianopolis et récipiendaire du tableau d’honneur du doyen, il offre du tutorat en mathématiques, en sciences, en chimie et en français auprès d’élèves du primaire et du secondaire, en anglais comme en français.

Stephen a de l’expérience auprès d’élèves du primaire et du secondaire, qu’il aide à renforcer leur compréhension des concepts clés tout en développant de bonnes habitudes de travail essentielles à la réussite à long terme. Son approche pédagogique est patiente, structurée et encourageante, avec une attention particulière portée non seulement à la maîtrise des matières, mais aussi à l’organisation, à la discipline, aux méthodes de travail et à la confiance en soi.

Grâce à son parcours dans un programme scientifique exigeant et maintenant en génie, Stephen a développé de fortes compétences en analyse et en résolution de problèmes qu’il applique dans ses séances de tutorat. Il croit qu’un bon tutorat ne consiste pas seulement à expliquer la matière, mais aussi à aider les élèves à devenir plus autonomes, à mieux s’organiser et à développer la confiance nécessaire pour réussir à l’école.

Stephen s’engage à rendre l’apprentissage clair, stimulant et accessible, tout en créant un environnement d’apprentissage bienveillant où chaque élève peut progresser à son rythme et développer les compétences nécessaires à sa réussite scolaire à long terme.

David F.

EN: David Fernandez is in the process of completing his Master’s Degree in Theology, having already graduated with honours, in both an undergrad in Theology and another in Religious Studies, from Concordia University. His Thesis is concerned with uncovering the philosophical and literary links between Jewish and Christian apocrypha of the 2nd to 4th century CE.

He has experience as a teacher and researcher at institutions such as St. Georges Highschool, M² Learning, Concordia University and currently, Yeshiva Gedola Highschool. He has worked as an RA in his department at university, and has published articles and research throughout his career as a student and educator.

He has worked in education for the better part of a decade, as a tutor, teacher, instructor and integration aide. Having worked as an integration aide for some years, he has become uniquely equipped to instruct on proper techniques in executive functioning.

He is currently a Highschool Teacher at Yeshiva Gedola, where he teaches French, History and English. He has also been working as an AP instructor for Comparative Politics and History for the last three years. At Yeshiva Gedolah, he manages classes of 20 to 30 students, whereas as an AP instructor, he works in a more one on one setting with his students.

FR: David Fernandez est en train de terminer son master en théologie, après avoir obtenu avec mention, deux diplômes, l’une en théologie et l’autre en sciences religieuses, à l’université Concordia. Sa thèse porte sur la mise en lumière des liens philosophiques et littéraires entre les apocryphes Juifs et Chrétiens du IIe au IVe siècle de notre ère.

Il a acquis de l’expérience en tant qu’enseignant et chercheur dans des établissements tels que le lycée St. Georges, M² Learning, l’université Concordia et, actuellement, le lycée Yeshiva Gedola. Il a occupé un poste d’assistant de recherche au sein de son département à l’université et a publié des articles et des travaux de recherche tout au long de son parcours d’étudiant et d’éducateur.

Il a travaillé dans l’enseignement pendant près d’une décennie, en tant que tuteur, enseignant, formateur et accompagnateur d’intégration. Ayant exercé cette fonction d’accompagnateur d’intégration pendant plusieurs années, il dispose désormais d’un bagage unique pour enseigner les techniques appropriées en matière de fonctions exécutives.

Il est actuellement enseignant au lycée Yeshiva Gedola, où il enseigne le français, l’histoire et l’anglais. Il travaille également depuis trois ans en tant que formateur AP en politique comparée et en histoire. À Yeshiva Gedola, il gère des classes de 20 à 30 élèves, tandis qu’en tant que formateur AP, il travaille dans un cadre plus individuel avec ses élèves.

Kaitlyn G.

Kaitlyn is currently completing her final year of the Bachelor of Education (Primary/Junior) program at Ontario Tech University. She is passionate about helping children build confidence, develop strong foundational skills, and foster a lifelong love of learning.

Kaitlyn brings several years of experience working with children in educational settings. Before pursuing her Bachelor of Education, she worked as a Registered Early Childhood Educator (RECE) in kindergarten classrooms throughout Durham Region and Clarington. She has also completed teaching practicum placements in both Kindergarten and Grade 1/2 classrooms, where she planned and delivered engaging lessons across a variety of curriculum areas, including literacy and mathematics.

Her teaching approach is positive, interactive, and student-centered. Kaitlyn believes that children learn best when they feel supported, encouraged, and actively engaged in the learning process. She strives to create a welcoming environment where students feel comfortable asking questions, taking academic risks, and celebrating their growth and achievements.

Whether a student requires additional support, confidence-building opportunities, or enrichment to extend their learning, Kaitlyn is committed to providing personalized instruction tailored to each child’s unique strengths, needs, and learning goals.

Alexis R.

Alexis is a Board Certified Behavior Analyst (BCBA) and Registered Behaviour Analyst (RBA) based in Ontario, with over five years of experience supporting students with diverse learning needs. They have extensive experience working with individuals with autism, ADHD, Down syndrome, and learning disabilities, implementing personalized, evidence-based strategies that promote academic success, skill development, and greater independence.

Holding a Master’s degree in Applied Behavior Analysis, Alexis is dedicated to creating supportive, engaging, and individualized learning environments that build on each student’s unique strengths, interests, and goals. Their collaborative and student-centered approach helps learners develop confidence, achieve meaningful progress, and reach their full potential.

Shannon Breedlove

As a Certified Bilingual Orton Gillingham Tutor, Shannon is an expert at designing personalized multi-sensory lessons for students with dyslexia and other learning disabilities. Shannon holds a Master of Arts in Bilingual Education and a Bachelor of Arts in Spanish.

One of Shannon’s many strengths is in helping neurodivergent readers solidify decoding skills in their dominant language first, and then helping these students translate their new decoding skills into English.

As a late bloomer who was diagnosed with ADHD later in life, Shannon teaches with the empathy of someone who understands cognitive overload firsthand. This lived experience has helped her become a more compassionate educator who knows first-hand that learning should be clear, enjoyable, and not overwhelming.

In her spare time, Shannon enjoys playing pickleball, gardening, and crafting with her two daughters.

Melissa G.

Melissa is a dedicated and experienced educator with nearly 25 years of teaching experience, including almost 20 years focused on Special Education Reading. As a resource teacher working with students in grades 3–6, she is deeply committed to supporting learners who struggle with reading and helping them build confidence and independence.

She holds an LBS1 certification and has earned a Bachelor of Arts from North Central College, a Master’s in Teaching from Concordia, and a Master’s degree as a Reading Specialist from Olivet Nazarene University. Her extensive classroom experience, combined with her specialized training, allows her to provide targeted, effective instruction that meets the diverse needs of her students.

Melissa is a passionate reader herself and brings that enthusiasm into her teaching every day. She is especially driven to ensure that all students develop strong literacy skills, recognizing how critical reading is for lifelong success.

Outside of the classroom, Melissa enjoys traveling, reading, attending concerts, and spending quality time with her family. She is also currently training her dog to become a therapy reading dog, combining her love of literacy and animals to further support and inspire young readers.

Lorna S.

EN: Lorna is a dedicated and enthusiastic educator currently pursuing a degree in Teacher Education at McGill University. With extensive tutoring experience spanning Kindergarten through Grade 12, she has supported students across a wide range of subjects, with particular strengths in mathematics and English. Her experience working with learners of all ages has helped her develop a flexible, student-centered approach that adapts to individual learning styles, strengths, and goals.

Throughout her academic and professional journey, Lorna has gained valuable classroom experience through three teaching placements in elementary school settings. During these placements, she worked closely with students in whole-class instruction, small-group learning environments, and one-on-one interventions. These experiences allowed her to develop effective strategies for supporting diverse learners, building confidence, and helping students achieve meaningful academic growth.

Lorna is passionate about creating positive, engaging, and supportive learning environments where students feel comfortable asking questions, taking risks, and celebrating their progress. She believes that every student can succeed when provided with the right guidance, encouragement, and tools. Whether helping a student strengthen foundational skills, prepare for assessments, or build confidence in challenging subjects, Lorna is committed to making learning both effective and enjoyable.

Her combination of tutoring experience, classroom training, and genuine passion for education allows her to provide personalized support that helps students reach their full potential.

FR: Lorna est une éducatrice passionnée et dévouée qui poursuit actuellement un baccalauréat en enseignement à l’McGill University. Elle possède une vaste expérience en tutorat auprès d’élèves de la maternelle à la 12e année, dans une grande variété de matières, avec une expertise particulière en mathématiques et en anglais. Son expérience auprès d’apprenants de tous âges lui a permis de développer une approche flexible et centrée sur l’élève, adaptée aux besoins, aux forces et aux objectifs de chacun.

Au cours de sa formation, Lorna a également acquis une expérience précieuse en milieu scolaire grâce à trois stages d’enseignement dans des classes du primaire. Lors de ces stages, elle a travaillé auprès des élèves dans différents contextes, notamment en enseignement à la classe entière, en petits groupes et en interventions individuelles. Ces expériences lui ont permis de développer des stratégies efficaces pour soutenir divers profils d’apprentissage, renforcer la confiance des élèves et favoriser leur réussite scolaire.

Lorna est convaincue que chaque élève peut atteindre son plein potentiel lorsqu’il bénéficie d’un accompagnement adapté, d’encouragements constants et d’un environnement d’apprentissage positif. Elle s’efforce de rendre les apprentissages stimulants, accessibles et agréables, tout en aidant les élèves à développer leur confiance et leur autonomie. Grâce à sa combinaison d’expérience en tutorat, de formation pratique en enseignement et de passion pour l’éducation, elle offre un soutien personnalisé qui favorise la réussite de chaque élève.

Maxim Q.

EN: Maxim Qu is a Software Engineering student at McGill University with a strong academic background in technology and a deep passion for education. Having successfully completed a two-year pre-university college diploma (DEC) in science, Maxim brings an analytical, structured approach to his tutoring, specializing in computer programming and musical instruction.

In addition to his technical pursuits, Maxim is an accomplished pianist and educator. He completed seven years of rigorous classical training at the conservatory level and has spent in the past three years teaching piano to students of various age groups and skill levels. His teaching philosophy emphasizes building core technical foundations while fostering a genuine appreciation for the art form.

Outside of his academic and instructional commitments, Maxim is deeply involved in creative and physical pursuits. He is an active music producer and composer, blending his classical training with modern electronic music production. He also enjoys video games, downhill skiing, badminton, and regular weight training. Maxim’s diverse background allows him to connect with students on multiple levels, helping them develop strong organizational skills, discipline, and confidence in both STEM subjects and the arts.

FR: Maxim Qu est étudiant en génie logiciel à l’Université McGill. Il possède une solide formation académique en technologie ainsi qu’une profonde passion pour l’enseignement. Après avoir complété avec succès un diplôme d’études collégiales (DEC) en sciences, Maxim adopte une approche analytique et structurée dans son enseignement, avec une spécialisation en programmation informatique et en enseignement de la musique.
En plus de ses intérêts techniques, Maxim est un pianiste accompli et un éducateur expérimenté. Il a complété sept années de formation classique rigoureuse au niveau du conservatoire et enseigne le piano depuis trois ans à des élèves de différents âges et niveaux. Sa philosophie d’enseignement met l’accent sur le développement de solides bases techniques tout en cultivant une véritable appréciation de l’art musical.
En dehors de ses études et de ses activités d’enseignement, Maxim est très impliqué dans des projets créatifs et sportifs. Il est producteur et compositeur de musique, combinant sa formation classique à la production de musique électronique moderne. Il aime également les jeux vidéo, le ski alpin, le badminton et l’entraînement en salle. Grâce à son parcours diversifié, Maxim est en mesure de créer des liens avec ses élèves à plusieurs niveaux et de les aider à développer leur sens de l’organisation, leur discipline et leur confiance en eux, tant dans les matières STEM que dans les arts.

Desiree H.

Desiree is a dedicated education professional with extensive experience supporting students across elementary, middle, and high school grade levels. With a strong background in special education and individualized instruction, she is passionate about helping students build confidence, strengthen academic skills, and develop a lifelong love of learning.

Desiree holds an Associate Degree in Education and recently completed her Bachelor’s Degree in EC–6 Education. She also holds her Paraprofessional Certification and is currently pursuing full teacher certification through the Texas Teachers of Tomorrow (TOPP) program. Her commitment to professional growth reflects her dedication to providing the highest level of support to students and families.

Throughout her career, Desiree has worked with students from early childhood through high school in a variety of educational settings. Her experience includes serving with City Year, where she provided academic intervention and student support in high-need schools, as well as several years working in both Heritage Academy and Founders Classical Academy. These roles have allowed her to develop expertise in classroom support, behavior management, individualized instruction, and helping students with diverse learning needs succeed academically and socially.

Desiree specializes in elementary education (K–5 all subjects), Algebra, Algebra II, and STAAR preparation for both math and reading. She is particularly skilled at helping students who benefit from additional structure, encouragement, and personalized attention. Her experience supporting students with special needs, autism spectrum disorders, developmental disabilities, and other learning challenges allows her to adapt instruction to meet each student’s unique strengths and goals.

Families appreciate Desiree’s patient, compassionate, and student-centered approach. She believes that every child can succeed when given the right support, consistency, and encouragement. By building strong relationships with students and creating a positive learning environment, she helps learners develop confidence, independence, and meaningful academic growth.

Outside of education, Desiree enjoys traveling, attending community events, spending time outdoors, and making lasting memories with family and friends. Her warm personality and positive energy carry over into her work with students, helping them feel comfortable, supported, and motivated to succeed.

TRENTON F.

Trenton is an experienced educator, curriculum specialist, and coach with expertise in teaching, student development, and inquiry-based learning. At MacLachlan College, an IB World School, he teaches within the Primary Years Programme (PYP), creating meaningful learning experiences that support students’ academic, social, emotional, and physical growth. His work reflects a strong commitment to the IB philosophy, fostering curiosity, agency, critical thinking, and lifelong learning.

Trenton is known for connecting curriculum expectations with authentic, real-world experiences. Drawing on his background in education and athletics, he creates engaging, student-centered environments where learners build confidence, collaborate effectively, and develop essential skills. His approach emphasizes inquiry, personalized support, and skill development, helping students achieve success while cultivating a love of learning.

Beyond the classroom, Trenton has extensive experience coaching youth sports, developing curriculum, and leading health and wellness initiatives. He is passionate about helping learners reach their full potential through strong relationships, growth mindsets, and responsive instruction.

Committed to supporting academic achievement, personal growth, and lifelong success, Trenton strives to equip every student with the confidence and tools needed to thrive in school and beyond.