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.

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.

Raven E.

Raven is a graduate student at Southern Methodist University (2026), pursuing a Master’s in Education with a Science, Technology, Engineering, and Math (STEM) concentration. She is also a proud graduate of the University of Richmond (2023), where she earned her Bachelor of Arts in Rhetoric and Communication Studies with a minor in Business Administration and Dance. While completing her masters program, she received her teaching certification and committed to becoming a SAISD educator for 2 years. In this short timeframe, she was moved by her students’ stories, their passions and interests, and found purpose in helping younger minds flourish. She prioritizes tailoring instruction to meet individual student needs and incorporates practices that inspire curiosity and empower thinkers.  In her spare time, Raven enjoys exercising, creating art, baking, and reading. She loves the San Antonio Spurs, and has fond memories of her youth as their #1 fan. She listens to music of all genres, but 80s alternative, dark wave, and electronic are her favorites (a sucker for synths, obviously).

Rebecca M.

Becca is currently completing her Bachelor of Education at Ontario Tech University and has gained hands-on field experience working as an Educational Assistant and an Emergency Supply Teacher. Through teaching, Becca has fostered a love of science, and during the summer months she can often be found at camp encouraging children to explore science through interactive, hands-on experiences. Initially from Angus, Ontario, Becca moved to Sudbury to complete an undergraduate degree in Physical and Health Education, with a specialization in Health Promotion. Growing up, Becca loved playing sports (soccer, basketball, volleyball) and going on adventures (hiking, paddleboarding, camping), which helped shape her passion for health, movement, and the outdoors. After working in a variety of childcare settings for over 10 years—including camps, schools, and daycares—she discovered a strong passion for teaching and working with children & teenagers. In her spare time, Becca works one-on-one with students from four years old through high school, supporting the development of their reading, writing, vocabulary, and math skills. She believes that building strong, positive relationships with students is key to meeting their individual needs and supporting meaningful learning. As a mentor, Becca continues to develop effective strategies for working with children and finds these experiences both enjoyable and extremely rewarding. Outside of teaching, she loves going to the gym, spending time outdoors, playing sports, and making memories with family, friends, and her dog, Ceilidh.

Amanda B.

Amanda is a dedicated and student-centered educator with a passion for helping young learners grow academically, socially, and emotionally. A Miami native, she earned her undergraduate degree in Communications from Florida International University and is currently completing her Master’s in Global Strategic Communications, where she continues to explore the power of storytelling, connection, and voice.

Her path into education began through wellness, becoming a certified yoga teacher in 2020 and teaching yoga in preschool and elementary schools as a supplement to physical education. It was there that she discovered her love for working with children and empowering them with tools to build confidence, self-awareness, and resilience.

Amanda later joined Primer Microschools as a Studio Guide, quickly advancing to Lead Teacher within two years and guiding cohorts of kindergarten through second-grade students. She continued her work at Marie G. Davis School, further deepening her commitment to equitable and engaging learning environments. Today, she provides personalized academic support through Prep Academy Tutors, where she delivers one-on-one instruction tailored to each student’s strengths and needs.

Amanda believes curiosity is the gateway to confidence and that meaningful learning happens when students feel seen, supported, and inspired. Outside of education, she enjoys reading, spending time with loved ones, and staying active through yoga, strength training, and traditional Haitian folklore dance.

 

 

Tessa T.

Tessa T. is an elementary education student at Boise State University working toward her bachelor’s degree, with over four years of experience supporting children in both classroom and home settings. She has experience assisting in a first-grade classroom and currently works as a nanny, providing individualized academic support, including homework help and homeschooling, for children with Autism, ADHD, Dyslexia, and Anxiety. Tessa is known for her patience, adaptability, and ability to remain calm in high-stress situations while tailoring her approach to each student’s unique learning needs. Outside of tutoring, she enjoys spending time outdoors through paddle boarding, snowboarding, hiking, and traveling, bringing energy and balance into everything she does.

Fabian C.