Violet O.
Violet is a special education teacher with over 10 years of experience supporting students with diverse learning needs. She is also a Structured Literacy tutor trained in the Orton-Gillingham approach. Throughout her career, she has worked with students with autism, ADHD, and dyslexia, helping them build confidence and succeed academically.
Violet believes that children learn best through exploration and hands-on experiences. Her lessons are interactive, multi-sensory, and carefully designed to keep students engaged by using movement, tactile materials, and meaningful practice to strengthen learning.
She earned her B.A. in Liberal Studies from Azusa Pacific University and her M.A. in Teaching from Point Loma Nazarene University. Violet is deeply committed to continued professional growth and regularly takes literacy courses to improve her practice and better serve her students. She is always researching new strategies, connecting with other educators, and staying current through professional communities and podcasts.
In her free time, she enjoys spending time with her family at the San Diego Zoo or exploring new coffee shops.
Kathryn H.
Kathryn H. is an experienced educator, learning specialist, and former intelligence professional who brings exceptional depth, structure, and insight to her work with students. She holds a Bachelor of Arts in English from the University of Texas at Austin, a Master’s Degree in Education from the University of Mary Washington, and is currently completing her MBA at Harvard Business School.
Kathryn is an Orton-Gillingham Associate (dyslexia specialist) and holds a TEFL certification from Cambridge University, England. She spent over 10 years as an SAT and SAT II tutor and has taught students across all grade levels, now specializing in reading, writing, and executive functioning—particularly for neurodivergent learners with Dyslexia, ADHD, or Autism.
Prior to her career in education, Kathryn served for 20 years with the USMC and CIA, working at the Pentagon and spending several years in Iraq and Afghanistan as a Combat Operations Planner, an experience that deeply informs her calm, strategic, and highly individualized approach to learning. Known for building strong relationships and confidence in her students, Kathryn blends evidence-based instruction with real-world problem-solving.
Outside the classroom, she is a Le Cordon Bleu alumna who enjoys cooking, playing soccer, and horseback riding—proof that discipline, curiosity, and creativity can thrive side by side.
Mary W.
I believe that great teaching starts with genuine connection. Every student brings a unique story, learning style, and set of strengths, and my role is to create a classroom environment where those qualities are recognized and encouraged. I strive to make learning feel safe, engaging, and purposeful, with clear routines and expectations that help students feel grounded and supported.
My teaching style balances structure with compassion. I value open communication, thoughtful reflection, and the idea that mistakes are not failures but opportunities to grow. I work to meet students where they are—academically, emotionally, and developmentally—while challenging them to reach just beyond their comfort zones. I model curiosity, calm problem-solving, and resilience, encouraging students to build these skills in their own way.
As a reading teacher, I am trained in the Orton–Gillingham approach, a structured, multi-sensory method that supports foundational literacy skills in a systematic and accessible way. I also use the University of Virginia’s Words Their Way approach to word study, helping students explore patterns in language through hands-on, developmentally appropriate activities. These methods support my belief that the art of teaching reading is both scientific and creative—rooted in research, yet flexible enough to meet each learner’s needs.
In addition, I have been trained by Dr. Lucy Calkins through Columbia University, which greatly influences my understanding of the art of teaching writing. Her work has shaped my approach to guiding students in developing authentic voice, clear structure, and confidence as writers. I bring this passion into my classroom, helping students discover that writing is a powerful tool for thinking, communicating, and expressing who they are.
I also teach mathematics through the Everyday Math program, which uses a spiraling curriculum to introduce and revisit concepts throughout the year. This approach allows students to build a deeper and more durable understanding of mathematical ideas, reinforcing skills over time and giving learners multiple opportunities to gain confidence with new material.
I use a blend of direct instruction, collaborative learning, and multi-sensory activities to reach a wide range of learners. I believe in offering students voice and choice whenever possible, empowering them to feel invested in their own progress. Building a strong classroom community matters deeply to me: students should feel respected, seen, and confident that their contributions matter.
Ultimately, my teaching is guided by the belief that growth happens through encouragement, consistency, and connection. I aim to show up each day with kindness, patience, and the conviction that every student has the potential to succeed—with the right support, the right guidance, and a teacher who truly believes in them.
Sophie S.
Sophie is a certified K–6 educator with a strong foundation in math and literacy instruction. She holds a Master’s degree in Elementary Education from the University of Florida and is endorsed in both ESOL and reading. Trained in evidence-based literacy programs including Orton Gillingham and UFLI, Sophie brings five years of classroom experience across diverse settings, including a 5th grade math and science class and inclusive 3rd grade classrooms. She has also tutored 5th and 6th grade math and science privately and taught English to adult learners. Sophie excels in one-on-one teaching environments, designing engaging, personalized lessons that evolve with each student’s needs. Her approach blends hands-on exploration through technology and manipulatives with inquiry-based learning and explicit instruction, fostering both confidence and academic growth. Outside of the classroom and tutoring environments, she loves to read, solve logic puzzles, roller-skate, and salsa dance!
NADIA S.
Nadia was a Montessori teacher (AMI trained) for over 35 years. She taught at the Casa level as well as Grade 1-2. She spent the last 8 years teaching Core French from the Casa level to Grade 3 at a local private school. Nadia is trained in the Orton-Gillingham Methodology and is currently tutoring students with this approach. She is passionate about Literacy and enjoys seeing the reading success of her students. Nadia also tutors adult Japanese ESL students online in Business English.
Her love of travel had her teaching ESL in Argentina and her students ranged from 10 to 70 years young! She spends time in Cuba with friends when time and resources permit. Nadia speaks French, Italian and some Spanish. When not tutoring, she enjoys spending time with her family and her dog. Gardening, hiking and reading are her favourite pastimes.
Roxanne H.
Roxanne is a licensed teacher with a bachelor’s degree in English, and a master’s degree in K-12 Reading and Writing.
Working with Roxanne, your child will crack the reading code, understand complex texts, and become an expert in writing structures. Best of all, they will love what they’re learning, and love THEMSELVES for it.
Roxanne’s reading curriculum integrates evidence-based components of dyslexia instruction with a practice that follows the standard Orton-Gillingham scope and sequence.
Tutoring includes skill-specific coaching, progress monitoring, homework support, and communication with the student’s classroom teacher.
Also, Roxanne has been honoring all forms of neurodiversity for fifteen years.
JAN C.
For the past decade, Jan had her own private reading remediation practice in Fairfield County and the Hamptons (summers). She started as a public high school English teacher of junior English (both advanced and basic levels), before shifting to become a community college lecturer, then becoming a learning center reading specialist using the Orton-Gillingham approach before becoming a private reading specialist.
Jan holds two Ivy League degrees, was credentialed as an award-winning high school English teacher, and trained in Connecticut’s only Orton Gillingham institution where she worked directly under a Fellow, who later sat on the Academy’s Board of Directors. In addition to learning the OG approach, Jan used the Wilson Reading System, FUNdations, SPIRE, and the Language Tool Kits.
The Orton GIllingham approach has been validated by the test of time– for 75 years, diagnosing educational psychologists have recognized that it is the best means of remediating diagnosed dyslexia. Dyslexia affects 15% of the population with reading challenges comprising 85% of Special Education referrals. However, the public schools have not conquered this problem, as the typical SpEd student enters the program reading two grade levels behind his peers, and he exits the program still reading two grade levels behind his peers. The Orton Gilliingham approach actually closes skill gaps, rather than simply making progress.
Among the attributes that make the OG approach unique are its emotional sensitivity and its customization. The Orton Gillingham practitioner creates a lesson for that individual’s specific needs and skill levels in order for him/her to achieve 80% or better accuracy. During the lesson, the specialist adjusts the lesson’s administration accordingly to realize that result. Allowing such a curated sense of competency to emerge (albeit in a vacuum) builds a newfound sense of confidence in written-language capability for the dyslexic student. Also, the Orton Gillingham approach, because it is not a program (pre-scripted) or a one-size fits all curriculum, permits the instructional intensity necessary to closing deficits. There is no need for covering ground already familiar to the student, and there is the freedom to bear down on those skills eluding the student.
Iain B.
About Iain:
Iain is a dedicated and versatile tutor with a rich academic background and 7 years of teaching experience. Specializing in French, English, and Mathematics, Iain works with students of all levels, offering tailored support that fosters confidence, skill-building, and academic success.
His expertise includes extensive experience with the DELF (Diplôme d’Études en Langue Française) examination system and the International Baccalaureate (IB) curriculum, providing students with the tools and strategies needed to excel in both French language certification and rigorous IB assessments.
Academic Background:
Iain earned his Bachelor of Journalism with a minor in Economics from Ryerson University in Toronto, where he developed a strong foundation in critical thinking, research, and communication. He later pursued his Bachelor of Education at York University, focusing on language instruction and inclusive education.
Furthering his commitment to supporting diverse learners, Iain trained in the Orton-Gillingham system, a structured, multisensory approach designed to effectively teach students with dyslexia and other language-based learning differences.
Teaching Philosophy:
Iain believes that every student has the capacity to succeed when given the right tools, encouragement, and learning environment. His lessons are engaging, adaptive, and structured around each student’s individual needs and goals — whether preparing for a French proficiency exam, refining IB essays, or mastering math concepts.
Areas of Expertise:
French Language Instruction (Beginner to Advanced, DELF A1–B2 prep)
IB English Literature and Language Support
Mathematics Tutoring (Grades 6–12, IB and non-IB streams)
Essay Writing, Research, and Literary Analysis
Orton-Gillingham Literacy Support for Students with Dyslexia