Christine C.

Christine holds an Honours Bachelor of Science degree and a Bachelor of Education, and has been teaching in elementary schools for nearly seven years. She brings a wide range of classroom experience, particularly in the primary grades, while also having worked with students across all grade levels from Kindergarten to Grade 8. Additionally, Christine has a special focus on early literacy intervention and working with struggling readers on remedial reading programs. Using phonetic-based literacy programs, Christine delivers instruction in a systematic way to students who have dyslexia and other language-based learning differences. Christine is also qualified to teach Intermediate Science.

Passionate about creating meaningful connections with her students, Christine believes that learning should be engaging, supportive, and fun. She approaches teaching with a whole-child mindset, recognizing that every student is more than their academic performance. Her goal is to help students build confidence, curiosity, and a genuine love of learning in a positive environment where they feel seen and valued.

Outside of teaching, Christine enjoys spending time with her family. She is the proud mom of a one-year-old daughter and loves going on adventures with her dog, Louie.

Bobbi-Jo M.

Bobbi-Jo has a masters degree in Childhood Education and has worked in the education field for 17 years as both a teacher and an educational assistant.

She has an extensive background in special education and has taught all grades from kindergarten to grade 8. In the past few years, Bobbi-Jo has specialized at her school in the role of Early Reading Intervention Specialist. In this role, Bobbi-Jo focuses on student achievement through data and structured literacy programs that focus on phonetic skills and sounds as well as the application of phonetic rules. Bobbi-Jo has a strong understand of remedial reading programs that are specifically tailored to students who have dyslexia and other non-verbal learning differences.

Shannon S.

Shannon S. has a decade of teaching experience along with over nine years of tutoring children ages 3–14. She currently works as an Autistic Support Early Intervention Teacher for children ages 3–4. Throughout her career, Shannon also taught Kindergarten, 3rd, and 4th grades, gaining a strong understanding of how children learn and grow across different stages.

Shannon has extensive experience supporting children in developing early literacy skills, including pre-reading skills, building confidence in learning to read, and strengthening math skills. She enjoys helping children grow academically and gain confidence in their abilities, tailoring her approach to each child’s unique needs.

She earned her Bachelor’s degree in Allied Health from Widener University, where she also completed a Master of Education and obtained teaching certifications in Preschool–8th Grade for both Regular and Special Education. Shannon is currently pursuing a second Master’s degree in Early Intervention at West Chester University.

Shannon lives in Old City, and in her free time, she enjoys reading a good book, going for a run, and spending time with friends. She is looking forward to the opportunity to work with you and support your child’s growth and success!

NOAH S.

Noah S. has a Master of Teaching Degree from the University of Toronto/OISE (Class of 2026), as well as a Bachelor of Fine Arts (Honours) Degree in Theatre: Performance Acting from Toronto Metropolitan University (Class of 2012). In between degrees, he has worked as an actor and writer, as well as a Resident Artist-Educator at Young People’s Theatre. In addition to playing lead roles in theatre, Noah had his feature film debut acting with Academy-Award winner Christoph Waltz. Since 2019, Noah has worked as a professional hiking and cycling guide, where he has coached people to navigate the terrain in the Canadian Rockies, France, Spain, Belize, Costa Rica, and Patagonia. Noah’s breadth of life experience has informed his teaching, where he has worked in both public and independent schools. Whether acting with Oscar winners, guiding people in the mountains, or just helping students to learn, Noah incorporates mindfulness into all of his work, using the words of Jon Kabat-Zinn as a foundation to his teaching practice: “Intelligence is the door to freedom, and alert attention is the mother of intelligence.”

JANELLE M.

Janelle is an Ontario Certified Teacher who has recently graduated with a Master of Teaching at the Ontario Institute for Studies in Education (OISE) in the Intermediate/Senior division. She completed an Honours Bachelor of Arts with a double major in English and History at the University of Toronto. Having worked in three secondary schools in the Toronto District School Board as a Teacher Candidate, Janelle supported and led instruction in English and History classes with students of various backgrounds and skillsets. Janelle has a wealth of experience as a tutor in both Toronto and Durham, during which she has supported students in reading comprehension, citation practices, and writing skills, as well as in Primary/Junior math. In her work as a tutor, she has also led programs to prepare students for private school entrance examinations. Additionally, Janelle worked as a camp counsellor for three summers, both in leadership positions and in one-on-one support. Janelle firmly believes that curiosity is intrinsic to student engagement and learning, and thus aspires to lean into students’ interests and encourage students to be comfortable exploring what they do not know. She leads her teaching with patience and flexibility, supplementing students’ in-class learning with differentiated techniques, positive reinforcement, and purposeful feedback. Apart from teaching, Janelle enjoys reading, running, and writing poetry.

Richard F.

Richard F. is a STEM educator and, since 2023, a one-to-one learning specialist at Fusion Academy, a premier 1-to-1 private school in Malvern, PA. There, he delivers highly personalized instruction in math, science, and executive-function skills. He has extensive experience supporting neurodivergent learners, including those with dyslexia, dysgraphia, and dyscalculia.

Richard holds a biotechnology degree from Rutgers University (New Brunswick, NJ), where he won multiple scholarships and earned Deans List honors. He served as a teaching assistant for Ethics in Science under Julie Fagan and as a research assistant in social psychology under Stephen Kilianski and in biochemistry under William Belden. Before entering education, Richard worked as a scientist and engineer in the pharmaceutical and biomedical sector for companies including Johnson & Johnson, Merck, Sanofi, and Penn Medicine. Richard served as the Environmental Monitoring Program Lead for UPenn’s CRISPR immunotherapy laboratories under Carl June and Bruce Levine and supported the COVID-19 vaccine emergency release at Johnson & Johnson. He also completed Lean Six Sigma Green Belt training with Lockheed Martin and served as Vice President of Marketing and Communications for the Northern New Jersey Chapter of APICS.

Outside of the classroom, Richard is an award-winning competitive powerlifter and poker player. He has competed against some of the world’s top professional poker players on internationally viewed live-stream broadcasts, including Doug Polk’s The Lodge (2022), applying performance psychology, probability-based thinking, and disciplined decision-making to his teaching approach. He also plays piano and sings, having performed internationally and at Carnegie Hall on multiple occasions with the Nutley High School music program. Richard has appeared in several amateur high school and college stage productions including The Wiz, Pirates of Penzance, and Made in the Philippines. He has also appeared as a guest musician featured on Hong Kong’s Regal Airport social media channels.

NICOLE H.

Nicole H. is a graduate of the Master of Teaching program at the University of Toronto (OISE). Nicole specializes in helping elementary students build mastery and confidence in Math, English and Literacy, while also providing holistic support as a general student mentor.

Nicole believes that the best learning happens when a student feels truly understood and supported. Rather than just following a rigid lesson plan, she tailors her approach to match how each student’s mind works. She focuses on building students’ self-esteem and helping them develop “behind-the-scenes” skills like staying organized and managing their time effectively. Her goal is to create a stress-free environment where students feel comfortable asking questions, breaking down big tasks into manageable steps, and taking on new challenges.

Her background includes extensive work preparing high school students for the transition to university. By teaching advanced writing and literature, she helps students sharpen the critical thinking and communication skills they need for post-secondary success. Whether she is working with a young language learner or a senior student polishing a university-level essay, Nicole is committed to making learning an empowering and enjoyable experience for both the student and their family.

Meghan P.

EN: Meghan has an MA in History and a BA (double major) in Classics and International Development from McGill University. She is in the final stages of completing her PhD in History and Classics at Yale University. Meghan has published a number of articles in academic publications and presented her research at conferences around the world. She speaks three languages fluently (English, French, and Romanian) and works in several others (Italian, German, Latin, and Ancient Greek).

Meghan is a passionate teacher who believes that every student is capable of excellence. Her approach is characterized by empathy, patience, and kindness. With over 15 years of experience in higher education, Meghan is sympathetic to the pressures modern students face: difficulties in focus, wavering confidence, and the temptation of unethical AI use among others. Meghan has had particular success in motivating students who were especially shy, withdrawn, or otherwise on the margins of the classroom. Strategies for how to bring such a student back into the fold differ on an individual basis but are always couched in mutual respect and understanding. Frequently, students who may have been struggling the most at the beginning of the term—be it with meeting deadlines, quality of work, or something else—became some of Meghan’s strongest and most self-motivated students by the end of the academic year.

Areas of Expertise: Reading, Writing, and Critical Analysis (all levels); History (all levels); Latin; Ancient Greek; Biology (K-12); Homework Help (English: K-12; French: K-6).

FR: Meghan est titulaire d’une maîtrise en histoire ainsi que d’un baccalauréat à double spécialisation en études classiques et en développement international de l’Université McGill. Elle est actuellement aux dernières étapes de son doctorat en histoire et en études classiques à l’Université Yale. Meghan a publié plusieurs articles dans des revues universitaires et a présenté ses recherches lors de conférences à travers le monde. Elle parle couramment trois langues (anglais, français et roumain) et possède également des connaissances en italien, en allemand, en latin et en grec ancien.

Meghan est une enseignante passionnée qui croit que chaque élève est capable d’exceller. Son approche se caractérise par l’empathie, la patience et la bienveillance. Forte de plus de 15 ans d’expérience dans le milieu de l’enseignement supérieur, elle comprend bien les défis auxquels les étudiants d’aujourd’hui sont confrontés, notamment les difficultés de concentration, le manque de confiance en soi et la tentation d’utiliser l’intelligence artificielle de manière inappropriée.

Meghan a connu un succès particulier auprès des élèves plus timides, réservés ou en retrait dans la salle de classe. Les stratégies qu’elle met en place pour aider ces élèves à s’épanouir sont adaptées à chaque individu et reposent toujours sur le respect mutuel et la compréhension. Bien souvent, les élèves qui éprouvaient le plus de difficultés au début de l’année — qu’il s’agisse du respect des échéances, de la qualité du travail ou d’autres défis — deviennent parmi ses élèves les plus autonomes, motivés et performants à la fin de l’année scolaire.

Domaines d’expertise : lecture, rédaction et analyse critique (tous niveaux); histoire (tous niveaux); latin; grec ancien; biologie (maternelle à secondaire 5); aide aux devoirs (anglais : maternelle à secondaire 5; français : maternelle à 6e année du primaire).

Dr. Katina W.

Dr. Katina Walton views her enthusiasm for teaching as a calling and a responsibility that is driven by her commitment to student growth, equity, and excellence. Her desire to be a better teacher is fueled by the her personal experience of how effective instruction transforms lives and unlocks the potential in every learner.

She holds a Ph.D. in Literacy, Reading, Assessment, and Evaluation from Walden University, and has taught in a variety of classrooms from elementary schools to universities since 2001.

Outside of teaching, Dr. Walton finds joy in her faith, family, and community. She also enjoys encouraging others and engaging in activities that renew her spirit and strengthen her passion for education.

Grace H.

Grace is a dedicated educator with a dual-degree background, holding a Bachelor of Psychology and a Bachelor of Education. With extensive experience in Resource Teaching, she specializes in supporting students with diverse learning needs, including Autism, Down syndrome, and physical disabilities. Grace is officially trained in the UFLI program, providing her with a research-backed foundation in early literacy and the science of reading.

Having worked directly in elementary classrooms, Grace understands how to bridge the gap between school curriculum and individualized support. Her holistic approach is further enriched by her background in teaching music, allowing her to incorporate rhythm and creativity into her sessions. Throughout her career, she has completed numerous specialized courses to better advocate for and support individuals of all abilities, ensuring every student feels empowered to succeed.