Sophie M.
EN: Sophie graduated from The Study in 2025 and is currently a student in the Law, Society, and Justice with Math program at Marianopolis College, where she received the Director General’s Merit Scholarship. During her time at The Study, she held elected leadership positions such as House Head and Head of Girls for the Cure. Fluent in English and in French, she has experience supporting students through The Study’s Helping Hands program and as a French tutor. Her experience working with children also includes serving as a camp counsellor at YMCA Kanawana.
Her interest in education led Sophie to contribute to a year-long research project through Voices of Olympia Canada exploring how youth education can help close the gender gap in STEM and encourage more girls to pursue science and engineering.
As a tutor, Sophie aims to build a personal connection with each student and create an environment where they feel comfortable asking questions. She helps students understand concepts and develop effective study habits, emphasizing organization and consistent efforts as a foundation for confidence and progress. Through her work with Voices of Olympia, she believes that education adapted to individual needs can help students recognize their abilities and feel empowered to pursue their goals.
Outside of academics, Sophie enjoys playing tennis, skiing, spending time with her dogs, and travelling.
FR: Diplômée de l’école The Study en 2025, Sophie étudie actuellement au programme Droit, société et justice avec mathématiques du Collège Marianopolis, où elle a reçu la bourse de mérite du directeur général. À The Study, elle a été élue responsable de sa maison “Beta Lambda” et responsable de Girls for the Cure. Bilingue en français et en anglais, elle a accompagné des élèves dans le cadre du programme Helping Hands de The Study et comme tutrice de français. Elle a également travaillé avec des enfants durant son temps en tant que monitrice au camp YMCA Kanawana.
Son intérêt pour l’éducation l’a amenée à contribuer à un projet de recherche d’un an avec Voices of Olympia Canada. Ce projet examinait comment l’éducation des jeunes peut réduire les écarts entre les genres dans les domaines des STIM et encourager davantage de filles à s’orienter vers les sciences et le génie.
Comme tutrice, Sophie souhaite établir un lien personnel avec chaque élève et créer un environnement accueillant où chacun se sent à l’aise pour poser des questions. Elle aide les élèves à comprendre les notions et à développer de bonnes habitudes d’étude, en soulignant l’importance de l’organisation et d’efforts réguliers pour progresser et gagner en confiance. Elle croit qu’un enseignement adapté aux besoins individuels aide les élèves à reconnaître leurs capacités et à poursuivre leurs objectifs avec confiance.
En dehors de ses études, Sophie aime jouer au tennis, faire du ski, jouer avec ses chiens, et voyager!
Lauren L.
I am certified in Early Childhood Education and have been teaching in-person and online for nearly 10 years. I also have my Masters in Education and am a licensed Educational Therapist. This allows me the special skills to help students with ADHD, Dyslexia, and other learning disabilities.
MOLLIE C.
Mollie is an Ontario‑certified educator with qualifications in the Primary, Junior, and Intermediate divisions, as well as additional qualifications including Special Education Specialist and Kindergarten Part I. She holds a Bachelor of Arts and a Bachelor of Education from Laurentian University and is currently completing a Master of Arts in Educational Leadership and Policy at the University of Toronto. With over five years of classroom teaching experience in an Ontario school board across special education and kindergarten settings, Mollie has supported diverse learners through responsive, relationship‑centred instructional approaches that emphasize accessible, engaging instruction designed to build strong foundational skills in literacy, numeracy, and overall learning readiness. Her tutoring practice emphasizes hands‑on, developmentally appropriate strategies that strengthen foundational literacy and numeracy skills. She incorporates multisensory reading and writing activities, guided phonics instruction, manipulatives‑based mathematics learning, and structured problem‑solving routines to help students build deep conceptual understanding and confidence. Mollie also supports learners in developing executive functioning skills, including organization, task initiation, working memory, and self‑regulation. She integrates visual schedules, step‑by‑step modelling, and individualized learning plans to help students become more independent and successful in both academic and home environments. Grounded in differentiated instruction and special education practice, Mollie brings a strengths‑based, warm, and highly individualized approach to tutoring.
Hannah H.
Hannah H. is a recent graduate of Lakehead University’s Bachelor of Education program and a certified teacher with the Ontario College of Teachers. She has experience working with students from Kindergarten through Grade 6 in a variety of classroom and learning environments.
Hannah enjoys getting to know her students and building positive relationships that help them feel comfortable, confident, and supported in their learning. She believes that every student has unique strengths and abilities and strives to create a welcoming learning environment where students feel encouraged to ask questions, take risks, and develop a love of learning. Hannah is passionate about helping students build independence while making learning meaningful, engaging, and enjoyable.
Outside of teaching, Hannah enjoys hiking, spending time outdoors, and staying active. She also has a passion for dance and is a certified dance instructor.
Alexis W.
Alexis is a certified Primary/Junior educator with over 10 years of experience in Montessori education. She is passionate about helping students develop a love of learning and supporting them in reaching their full potential. One of the most rewarding aspects of teaching for Alexis is seeing the excitement on a student’s face when they finally grasp a new concept and watching their confidence grow as a result.
Alexis combines her knowledge of the Ontario Curriculum with the hands-on, child-centred approach of Montessori education to create meaningful and engaging learning experiences. She works to build strong foundations in literacy, mathematics, and students’ understanding of the world around them while adapting her approach to meet each student’s individual needs.
Her goal is to create a supportive and encouraging learning environment where every student feels capable, confident, and excited to learn.
Max Z.
Max is an educator who believes that helping students build confidence in their abilities is an important part of successful learning. He has experience working with students across a wide range of ages and abilities and strives to create a supportive and welcoming environment where students feel comfortable asking questions, making mistakes, and learning at their own pace.
Max takes an individualized approach to teaching, adapting his instructional style to meet each student’s unique needs and learning preferences. He aims to keep lessons engaging, encouraging, and focused on helping students develop both their academic skills and confidence as learners.
Chandler P.
Chandler is a second-year Bachelor of Education student in the Primary/Junior (P/J) program. She has six years of experience working as an Educational Assistant with the Durham District School Board, supporting students with a variety of learning needs and abilities.
She holds an Honours Bachelor of Arts degree in Child and Youth Studies from Trent University, as well as a Child and Youth Care diploma from Durham College. Prior to becoming an Educational Assistant, Chandler worked for five years as a Child and Youth Worker and Child and Youth Care Practitioner in residential and school settings across various school boards, as well as at SickKids Centre for Community Mental Health. These experiences have provided her with a strong understanding of how to support children and youth academically, socially, and emotionally.
Chandler is passionate about helping students build confidence in their abilities and creating a supportive, engaging learning environment. She strives to make learning enjoyable while meeting each student where they are and adapting her approach to their individual needs.
Megan L.
Megan is an Ontario Certified Teacher (OCT) qualified to teach in the Primary/Junior divisions, with a passion for helping students build confidence and develop a lifelong love of learning. She has experience working with students across the elementary grades and provides tutoring support in all core elementary subjects, including mathematics, literacy, science, and social studies. She also has experience implementing UFLI Foundations to support students in developing foundational literacy and reading skills.
As a tutor, Megan’s goal is to help students strengthen their academic skills while also developing greater confidence, independence, and enjoyment in learning. She takes the time to understand each student’s individual strengths, areas for growth, and learning style, allowing her to create engaging, purposeful, and personalized tutoring sessions.
Megan is dedicated to creating a positive and supportive learning environment where students feel comfortable asking questions, taking risks, and celebrating their progress. She looks forward to helping students achieve their academic goals and become more confident, capable learners.
Talia P.
EN: Talia holds a bachelor’s degree in Cognitive Science from Queen’s University, where she graduated in 2024. She has since worked in a variety of education centres, such as Waldorf and outdoor schools, exploring different ways to help children who struggle to learn in traditional school settings.
She has over 3 years of experience tutoring and working as a teaching assistant at both elementary and high school levels. She has taught subjects such as math, science, english, french, and resume-building.
She has also spent 4 years working in neurodevelopment research, and is passionate about finding creative ways to help children with different learning styles.
She is patient and adaptable, and genuinely interested in understanding each student she works with.
FR: Talia est titulaire d’un baccalauréat en sciences cognitives de l’Université Queen’s, dont elle a obtenu son diplôme en 2024. Depuis, elle a travaillé dans divers milieux éducatifs, comme des écoles Waldorf et des écoles en plein air, où elle a exploré différentes façons d’aider les enfants qui ont de la difficulté à apprendre dans un cadre scolaire traditionnel.
Elle cumule plus de trois ans d’expérience en tutorat et comme aide- enseignante, au primaire comme au secondaire. Elle a enseigné des matières comme les mathématiques, les sciences, l’anglais, le français et la rédaction de CV.
Elle a également passé quatre ans à travailler en recherche sur le neurodéveloppement, et elle est passionnée par la recherche de moyens créatifs pour aider les enfants ayant différents styles d’apprentissage. Patiente et capable de s’adapter, elle s’intéresse sincèrement à comprendre chaque élève avec qui elle travaille.
TIFFANY V.
Tiffany V. is a dedicated and experienced Learning Specialist with more than 25 years of experience providing individualized academic instruction and support to students. She holds a Masters Degree in Literacy and CT Professional Teaching Certification in Elementary Education for grades K–6. She has certifications in Orton-Gillingham, PAF, and Wilson. Throughout her career, Tiffany has worked with students in a variety of educational settings, including Eagle Hill School, Greenwich Country Day School, Sasco River Center, Stanwich School, and Lindamood-Bell Learning Processes. Her expertise includes individualized reading and writing instruction, comprehension, vocabulary, multisensory learning, and the development of organizational and study skills. Tiffany is passionate about helping students build confidence and develop the skills they need to become successful, independent learners. She works closely with students, families, teachers, and other professionals to create individualized goals and meaningful academic support tailored to each student’s strengths and needs.