Jonah B.
Jonah B. PhD is an educator, technologist and author who grew up in New York City. He currently works as a Software Consultant and has recently become a suburban dad. He lives with his partner and their young son in New Haven, CT.
Jonah studied Communications at Columbia University and in 2016 defended his doctoral dissertation, Dangerous Gifts: Towards a New Wave of Psychiatric Resistance, which examines significant shifts in the politics of psychiatric resistance and mental health activism. He has been organizing around mental health issues for over a decade, and cares deeply about the environment, social justice and privacy.
He has over 20+ years of experience as a professional software architect, designer, and developer. He is an active free/open source contributor whose technical interests include ethical AI, algorithmic fairness, Linux, Python, Content/Learning Management, and Annotations. He loves to bike ride, travel, scuba dive, and play the bass. He earned a masters in Communication and Education at Teachers College (’07) and graduated from Princeton University (’97) with a BA Cum Laude in Philosophy, and certificates in Computer Science and Cognitive Studies.
Peter D. R.
Peter is completing his final term of a Bachelor of Science degree at Wilfrid Laurier University in Chemistry and Psychology. Through his studies, he has developed a lifelong interest in science and mathematics. He particularly enjoys helping others understand challenging concepts. Peter is eager to begin tutoring and supporting students, helping them to grow in confidence in their academic skills.
Peter has worked with many young people in group settings, including assisting instructors at a Totus Tuus day camp and participating in training for overnight camp counselling. These experiences enabled him to support younger students and guide them through various activities across a variety of learning environments.
In breaking down complex topics into simpler steps, Peter uses real-world examples to help students better understand the material. His goal is to create a comfortable learning environment where students feel encouraged to ask questions and develop confidence.
Outside of academics, Peter enjoys playing hockey, golf, and soccer, as well as gaming and chess. He looks forward to helping students enhance their understanding of science and mathematics and achieve their academic goals.
Ahmed A.
Ahmed is a PhD student in neuroscience at McGill University, where he also completed his master’s degree in neuroscience after finishing his undergraduate studies in biomedical science at the University of Ottawa. Over the course of his academic career, he has published in peer-reviewed journals, mentored undergraduate students, and tutored at both the secondary and post-secondary levels, with a focus on biology, physiology, biochemistry, research methodology, and psychology.
As a researcher, Ahmed spends a lot of time thinking about how to communicate science clearly and impactfully, and that naturally shapes how he tutors. He knows how intimidating dense material can feel, and he knows how to break it down without losing what makes it interesting. His approach is practical and student-centered: he figures out where you are, works from there, and focuses on building the kind of understanding that actually transfers, not just to the next test, but to the way you think about problems. He works on promoting critical thinking and tailoring the content to instill confidence and curiosity in the student. He firmly believes that learning can be fun for anyone if approached in the right way.
Outside of the lab and the classroom, Ahmed plays soccer, trains in kickboxing, reads, and hangs out with his cats.
Aislinn H.
Aislinn is an experienced educator with nineteen years of teaching expertise across Grades 1–8, including French Immersion and Core French. She holds a Bachelor of Arts and a Program of Education from Canisius College (2007), and she has continued to deepen her professional knowledge as an FSL Specialist, a Math and Literacy Leader with the SCDSB, and a certified DELF Correcteur. Aislinn is known for her results‑driven tutoring approach, using evidence‑based diagnostic assessments to design personalized programs that accelerate student growth in any subject area. She brings a holistic, child‑centered philosophy to her work, supporting not only students’ academic development but also improving learning skills and a strong growth mindset. Aislinn has particular strengths in number sense and numeracy acquisition and fluency, early reading and spelling intervention, and French‑language literacy for both Core and Immersion pathways, including preparation for the DELF exam. Outside the classroom, she enjoys spending time with her three teenage daughters, coaching and playing volleyball, and reading outdoors whenever she can.
Stephanie C.
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Dr. Stephanie J. Cork has over ten years of university-level teaching, college preparation and academic coaching. She is an internationally trained educator and native Torontonian. Stephanie recently returned to Canada after completing her Doctorate at the University of Maryland, College Park in the School of Public Health, obtaining graduate certificates in English and Women’s Studies. Stephanie previously completed a Bachelor’s and Master’s in Sociology at Queen’s University. During her time in graduate school at Queen’s and Maryland Stephanie was a teaching assistant for Sociology, Kinesiology and Public Health courses. She therefore specializes in social studies at the intermediate, and senior level and is very excited to mentor students through the college admissions process; finding a university that will help them reach their personal and professional goals. |
Sophie L.
Sophie is a mechanical engineering student at York University. She has been working with children and youth for three years and plans to become a high school math and physics teacher. Sophie is dedicated to helping her students build confidence and a love for learning through engaging in supportive instruction, tailored to each students unique needs and learning styles. She places an emphasis on organization and time management, helping students develop skills that support academic success while helping them navigate changes and challenges in their learning journey
Outside of the classroom, Sophie is an athlete, an experience that has taught her the value of teamwork, perseverance and leadership, all qualities that she brings to her teaching. In her free time, she likes to read, hike, and exploring new hobbies.
She loves inspiring students to reach their full potential, encouraging curiosity and problem solving in math and science.
Aish M.
Aish is a 4th year student at the University of Waterloo, where she is pursuing an Honours Arts and Business degree with a major in Psychology and Business, along with a minor in Human Resource Management. With a strong academic foundation and a passion for understanding how people learn, Aishwarya brings a thoughtful, student-centered approach to tutoring.
She has experience working in a variety of roles that require communication, mentorship, and adaptability, including her role as a Peer Leader where she supports and guides first-year students. Aishwarya has also led initiatives focused on education and personal development, including founding a psychology-focused club that promoted learning and well-being through interactive discussions and events.
She believes that every student learns differently, and she focuses on creating a comfortable and encouraging environment where students feel confident asking questions and exploring new concepts. She is especially passionate about helping students build strong foundations, improve their confidence, and develop skills that go beyond the classroom.
Outside of academics, Aish enjoys planning creative events, painting, and travelling, always looking for new experiences that inspire creativity and fresh perspectives.
Hannah M.
Hannah defended her Ph.D. in Gender, Feminist, and Women’s Studies at York University in 2025. Her research includes girl activists, their politics, and their relationships with their mothers and mother figures. You can find some of her research and writing in Atlantis, Sex Education, The Conversation, and #Barbie and Social Media: Digital Discourses and Mattel’s Celebrity Doll. She earned her Hon. B.A. in History and Sexuality Studies from Huron University College and an MA in Gender and Sexuality Studies at Western. Beyond her teaching and research, Hannah co-founded the Open Digital Literacy and Access Network (ODLAN).
Hannah has extensive experience as a teaching assistant and course instructor in Gender Studies, Sexuality Studies, and Childhood Studies at Western, York, and Brock Universities. In addition to these content areas, she is experienced in helping undergraduate students develop foundational university skills, such as using academic libraries, assessing sources, developing thesis statements, and writing scholarly papers.
Hannah is also available to tutor general academic skills for the liberal arts for both university and high school students, including essay writing, academic research, assessing sources, developing topics and arguments, and creating thesis statements.
Hannah can also provide tutoring for the following courses at Western University:
GSWS 1020E Introduction to Gender and Women’s Studies
GSWS 1021F/G Introduction to Sexuality Studies
GSWS 1022F/G Gender, Justice, Change
GSWS 2163A/B Sex, How To: Sex Education, Its History, and Controversies
At the Ontario high school level, she can assist with courses in Social Sciences and Humanities, including:
Gender Studies (HSG3M Grade 11)
Equity, Diversity, and Social Justice (HSE3E Grade 11)
Equity and Social Justice: From Theory to Practice (HSE4M Grade 12)
Challenge and Change in Society (HSB4U Grade 12)
Amir S.
Amir is an Ontario Certified Teacher (OCT) specializing in intermediate-senior Mathematics, Science, and Physics. He holds a Bachelor of Education from the University of Toronto (OISE) and an Honours Bachelor of Science in Physics and Astronomy. Amir focuses on building strong rapport with students and helping them develop confidence in their abilities. He uses a clear, step-by-step approach to problem solving and supports students in building consistent and effective study habits.
Ian S.
Ian Sadock is a cognitive music theorist and molecular biologist. With fourteen years of service in the Emergency Medical Services, Sadock is a Nationally Registered Advanced EMT and holds a Bachelor of Science in Cell & Molecular Biology with a minor in Chemistry. He has taught at a number of prestigious institutions, including The University of the Arts, Settlement Music School, and Cheltenham Township Adult School. Sadock serves on the Board of Directors at Jazz Bridge, a local Philadelphia non-profit, and holds a Bachelor of Music in Piano Performance with a concentration in Jazz from West Chester University, as well as a Master of Music degree in Jazz Studies. Building on over a decade of teaching experience, he is currently pursuing a PhD at Temple University while conducting research in cognitive ethnomusicology and audio analysis for artificial intelligence.