Hannah G.

As an educator of 7+ years, Hannah (she/her) is eager to help students with social sciences, technical writing skills, reading comprehension, essay outlining, executive skills, and ESL conversation. Outside of tutoring, Hannah is a Ph.D. student in the Social and Cultural Analysis program at Concordia University. Her research, generously funded by the Faculty of Arts and Science Fellowship, explores online communities — specifically LGBTQIA+ and other minority-led spaces — and alternative media creation. She holds a Master of Arts degree in Media Studies from Concordia, which allowed her to develop a web series pilot about positive representation for sapphic women and non-binary folks in online fandoms. She likewise holds a Bachelor of Arts Honours degree in English from the University of Regina with a concentration in creative writing. Professionally, she has experience as a researcher, instructor, journalist, and actress in film, theatre, and television. Hannah is passionate about intersectional feminist filmmaking, creative writing, and archival research.
In her spare time, she also enjoys volunteering for Archives gaies du Québec.

Michael S.

After working with hundreds of students, Michael understands that struggles with math and science are incredibly common—and that students are not alone. Often, classroom teachers don’t have the time to adapt to every student’s unique learning style. That’s where Michael steps in: he works closely with each student to find the approach that makes the most sense for them. His past students have gone from being frustrated by a single problem all day to breezing through it with just a small shift in perspective.

Michael’s teaching experience spans a wide range of settings, from one-on-one tutoring in high school to leading review sessions for hundreds of college students. He was even selected as the pedagogy fellow in his graduate program, responsible for preparing incoming graduate students to teach—an honor that reflects both deep content knowledge and outstanding instructional skill. This high-level perspective on effective teaching methods enables Michael to bring exceptional flexibility and responsiveness to his tutoring sessions.

In terms of subject expertise, Michael brings thousands of hours of experience, including 11 years of tutoring, 7 years as a teaching assistant, 2 years of instructing college courses, and both a PhD and a BS in Physics, along with an undergraduate minor in Mathematics. With this foundation, he is confident in his ability to work through any course material alongside his students.

Michael’s tutoring journey began in high school, when he noticed that many of his peers didn’t know where to turn for academic support. This inspired him to explore Universal Design for Learning—an approach that emphasizes presenting content in multiple formats to meet different learning styles. Since then, he has supported college students in tutoring centers, led supplementary instruction sessions, and taught lecture and lab courses at the university level. Michael creates a learning environment where students feel safe to ask questions, engage deeply in discussions, and leave sessions empowered to apply their learning in the real world. He brings this wealth of experience to every tutoring session to help students get exactly what they need from their education.

Rachel M.

Rachel has a master’s degree in Cognitive Science from Teachers College, Columbia University and a bachelor’s degree in Biopsychology, Cognition, and Neuroscience from University of Michigan. Her understanding in executive functioning and emotional processing in the developing brain (and how to train it in others) has enabled students to set themselves up for success. She also has experience training students in “academic confidence” in inpatient and outpatient programs for young struggling students. Her research includes habit development and building resilience in educational settings.
With a caring, practical, and deeply personalized approach, Rachel enjoys working with students to unlock their full potential and achieve their academic and personal goals.

Aidan M.

Aidan M. is a passionate educator with a Bachelor of Science in Computer Science from the University of Texas at San Antonio, where he focused on Data Analytics and Cloud Networking. He has over two years of experience tutoring math at a private institution and currently teaches all levels of math through Pre-Calculus, as well as computer science, physics, and English. Known for his clear and structured teaching style, Aidan emphasizes a foundational approach: identifying gaps in understanding and guiding students step by step until they feel confident tackling challenges independently. His greatest joy comes from watching students turn confusion into clarity and self-doubt into confidence. Outside the classroom, Aidan is a jazz enthusiast who plays saxophone and piano, enjoys programming to solve real-life problems, and is always learning something new, often while singing along to his favorite songs.

Judy Z.

Judy is a certified Education Specialist with over a decade of experience, passionate about helping students reach their fullest potential—especially those who need a little extra support to shine. She specializes in working with students with special needs, English language learners, and students who are struggling academically. Judy believes that with the right strategies, encouragement, and a personalized approach, every student can succeed.

Throughout her career, she has built strong relationships with students and families by creating nurturing, structured environments where confidence grows and skills thrive. She tailors her instruction to meet each learner’s unique needs, using research-based interventions and a positive, strengths-based philosophy.

With a background in both general and special education settings, and a deep commitment to patience, creativity, and clear communication, Judy is excited to partner with families and schools to make learning a successful and joyful journey. Outside of education, she nurtures her own love of learning and creativity through music, and she actively sings in a choir.

Rebekah A.

Rebekah A. (she/they) is completing her Master’s in Clinical Mental Health Counseling at Villanova University. Her counseling background, combined with over a decade of experience working with children, make it easy to build strong bonds with each student that she tutors. As a counselor, Rebekah believes that the best changes happens when a student feels comfortable and safe in a learning environment, so her first priority is to cultivate a trusting relationship with each child and family. Parents appreciate her patience, kindness, and sincerity.

Rebekah’s diverse tutoring experiences make her an ideal fit for a wide range of families. Her years of experience tutoring students ages 7-22 make her perfect for families with multiple children in need of support, and Rebekah’s multidisciplinary expertise qualifies her to tutor in many subject areas, including languages, writing, math, biology, and chemistry. Most notably, Rebekah specializes in math support (4th grade-algebra 2) for students with math learning disorders (dyscalculia). She also has four years of experience as a professional writing tutor, assisting students of many ages to improve their writing in English, Spanish, and Italian.

A lifelong learner, Rebekah has always been drawn to the helping professions. As a future therapist, she values the relational aspect of tutoring, and looks forward to supporting your child on their journey towards success.

Jennifer T.

Jennifer has worked as a Teacher for over 7 years and holds a Pennsylvania Certification. She enjoys working with students in both one-on-one and group settings. Her favorite classes are Learning Support, Reading Intervention, and ELA. She holds a Bachelor’s Degree in English from Temple University, and loves all things Reading & Writing. Jennifer has a neurodivergent child who struggles with Executive Function, and who struggled greatly in their school environment. This life changed opened her eyes to the world of working with students and adults with Executive Function issues. She has been doing this type of support for over 3 years. Whether the Executive Function issues are due to Autism, ADHD or Trauma, Jennifer is eager to help in various ways as there is no one size fits all. Jennifer takes a whole person approach when working with students and adults. She is adaptable, dependable and is great at making her clients feel comfortable. She lives in beautiful Bucks County, PA with her 3 sons and her Westie, Graham.

Terri M.

A dedicated education professional with a passion for fostering student growth and development, Mrs. Myers brings her diverse professional background and small business and current position as a licensed teacher of English Language Learners to offer strategic intervention for reading, executive functions, and tutoring. Mrs. Myers holds a master’s degree in Applied Psychology and Religion from Liberty University and is currently pursuing her doctorate in curriculum and instruction with a leadership focus.

Trained through the Orton Gillingham Academy, Mrs. Myers delivers highly effective, structured, and multisensory methods designed to teach literacy skills, particularly for individuals with dyslexia. This approach is characterized by its direct, explicit, sequential, and cumulative instruction, which breaks down reading and spelling into smaller, manageable skills. It emphasizes the use of visual, auditory, and kinesthetic pathways to enhance learning. This method is not only beneficial for one-on-one tutoring but also adaptable for small group and classroom settings, making it a versatile tool for educators aiming to improve literacy outcomes for all students.

Outside of the classroom, Mrs. Myers enjoys a variety of hobbies that enrich her life and provide a well-rounded perspective. Gardening is a favorite pastime, offering a peaceful retreat and a chance to connect with nature. She loves to pair fresh garden ingredients with her love for cooking. An avid reader, she enjoys exploring new genres and authors, always eager to dive into a good book.

Spending time with her husband and beloved dogs is another cherished activity, bringing joy and companionship to her daily routine. Whenever possible, Mrs. Myers loves to travel, seeking out new adventures and experiences that broaden her horizons and inspire her teaching.

With a commitment to education and a love for life’s simple pleasures, Mrs. Myers strives to make a positive impact both in and out of the classroom.

Stacey C.

With a robust foundation in early childhood and special education, along with her credentials as a licensed learning consultant specializing in neurodiversity, Stacey brings expertise and passion to her work with students.

As a Neurodivergent Specialist, Stacey’s approach, grounded in the constructivist theory, prioritizes experiential learning through dynamic, hands-on activities, social and emotional engagement, and meaningful project-based outcomes.

Nora W.

Nora is a third-year graduate student at the College of William & Mary, on track to become a certified school psychologist upon graduating in May 2025. She holds a bachelor’s degree in psychology from Marquette University and has several years of experience working with children in both clinical and educational settings. As a future school psychologist, Nora is well-versed in child development, learning differences, and evidence-based instructional strategies. She has extensive training in assessing cognitive and academic strengths, identifying learning barriers, and implementing tailored interventions to support student success. Her expertise allows her to adapt her tutoring methods to each student’s unique needs. She also incorporates interactive and multi-sensory activities to make learning engaging and effective. Nora is passionate about helping students build confidence and develop skills that extend beyond the classroom. In her free time, she enjoys cooking, working out, and making crafts.