ROSEANNE M.

Roseanne Menezes is an OCT-certified teacher who has taught English, French, ESL, and Social Sciences to students of all ages, both in Canada and the United Kingdom. She’s passionate about making learning fun, approachable, and tailored to each student’s unique style—whether that means breaking down tricky grammar, sparking curiosity in history, or helping someone finally feel confident speaking French. Since 2017, Roseanne has also worked as a private tutor, supporting students and adult learners with personalized lessons that go beyond the classroom. When she’s not teaching, you’ll likely find her planning her next adventure abroad, curled up with a good book, experimenting with new recipes, or tackling a new language for fun.

TASFIA A.

Tasfia is an experienced STEM tutor with over four years of tutoring experience and a Bachelor’s degree in Software Engineering, specializing in secondary and post-secondary mathematics and sciences. She has worked with more than 100 students across diverse curricula, including the Ontario curriculum, International Baccalaureate (IB), Advanced Placement (AP), Danforth’s MaST, and Specialist High Skills Major (SHSM) programs. Tasfia has extensive experience supporting students with Individualized Education Plans (IEPs), skillfully adapting her teaching methods to accommodate different learning styles and ensure comprehensive understanding and skill mastery. She is a compassionate, friendly, and adaptive educator with a special interest in cognitive psychology who approaches learning from a trauma-informed perspective.

CAVELL B.

Cavell is a highly experienced educator with over 20 years in teaching, curriculum design, and educational leadership. With a Master’s degree in Curriculum Design, she has dedicated her career to helping children discover their strengths and succeed as lifelong learners.

Her journey in education has taken her across Canada, from classroom teaching to serving as an Education Consultant in the Yukon and an Education Coordinator in Alberta. Most recently, she has stepped into the role of Education Specialist, where she continues to support inclusive, student-centered learning and provide guidance to both educators and school teams.

She is passionate about building meaningful relationships with students and colleagues, and her energy for learning shines through in every interaction. Her expertise in curriculum allows her to support a wide range of academic areas across multiple age groups, from early learners to students in higher grades. At the heart of her work is a commitment to empowering students to see themselves as capable, confident, and successful learners.

Bobbi-Jo M.

Bobbi-Jo has master degree in childhood education and has worked in the education field for 17 years.

She has extensive background in special education and has taught all grades from k-8.

MAHA I.

Maha is completing a Bachelor of Education at Mount Royal University, with a double minor in Humanities and Science. She has spent the past four years working in various classrooms and grades as part of her placements. These experiences have led her to plan and deliver instruction that caters to the individual abilities and needs of all her students. Her experience working at MRU Camps over the summer has honed her skills in fostering strong connections with students of various personalities. She is always looking to expand her skill set and challenge herself to new experiences. Outside of work, Maha enjoys reading, and cooking for her family.

RACHAEL K.

With a career spanning continents and cultures, Rachael brings a wealth of experience, empathy, and expertise to her work as an Educational Therapist. She holds a Bachelor of Arts, Bachelor of Education, and a Masters in Leadership, along with a Special Education Specialization and ESL qualifications. Her extensive background includes roles as a reading, writing, and math interventionist, where she has supported students in building foundational skills with confidence and joy.
At the heart of Rachael’s teaching pedagogy is Social Emotional Learning (SEL)—the belief that nurturing emotional intelligence and interpersonal skills alongside academics creates the most fertile ground for student growth. Her work is guided by the understanding that when students feel seen, safe, and supported, their academic potential flourishes.
Rachael’s career began in Toronto, then took her to China for two years and Singapore for a decade. She has also led educational projects in China, Nepal, and Botswana, each experience deepening her global perspective.
Currently, Rachael is expanding her therapeutic practice through training in Animal Assisted Interventions and will begin her Masters in Psychology and Counselling in 2026. She’s passionate about the healing power of animals and their innate ability to connect with humans. Her youngest pup is in training to become her therapy assistant, working alongside her to help children and youth thrive emotionally, socially, and academically.

Sylvia K.

AIDEN O.

Aidan O. is a PhD student in Communication & Culture at York University studying the politics of internet memes and social media. He has a masters degree in Media Studies from Western University and a bachelor’s degree in political studies from Queen’s University. Aidan is an experienced educator with a strong background in teaching communication, reading, writing and critical thinking skills. Aidan has worked as a graduate teaching assistant teaching in university classrooms, as a literacy tutor in elementary schools and in student’s homes and as a debate coach teaching students remotely over Zoom.
Aidan believes that teaching is a collective journey that requires an educator to move through the learning process with students and model attitudes and behaviors that reflect the practice and promote engagement with the subject matter. Learning is an acquisition of knowledge, but it is primarily a way of being in the world. Learning about literature, law, economics, history, science or philosophy is not just learning names of acclaimed authors and key concepts it is learning to carry on in our lives with critical questioning, eclectic curiosity and honesty about what we do not know. This understanding of the importance of teaching informs Aidan’s teaching and tutoring practice and motivates his journey to become a working professor. In his spare time Aidan enjoys cooking, listening to music and reading.

JACQUELINE S. R.

Jacqueline is currently completing her Master of Teaching degree at the Ontario Institute for Studies in Education, specializing in Primary/Junior education. She holds a Bachelor’s degree in Environmental Studies from McGill University and can teach all subjects from Kindergarten through Grade 6. Her teaching approach prioritizes both academic success and social-emotional well-being, whether she is delivering whole-class lessons, guiding small groups, or working one-on-one with students to help them meet personalized learning goals.

Her teaching journey has included placements in Grade 1 and Grade 3 classrooms with the Toronto District School Board, where she implemented creative literacy, math, science, and physical education lessons, incorporated culturally responsive practices, and established strong routines to support student learning. As a counsellor and later staff supervisor at Camp Winston, an overnight camp for children and teens with complex neurodiversity, she provided personalized care, facilitated skill-building activities, designed swim lessons, and mentored a large team of staff to ensure a safe, enriching experience for every camper. Her work as an Environmental Educator with Ecosource and an Outdoor Educator at the Cheakamus Centre allowed her to share her passion for environmental stewardship, delivering engaging workshops and leading land-based programs.

Outside of her professional work, Jacqueline enjoys swimming (which she did competitively from Grades 3 to 12), going to the gym, and, most recently, learning pickleball. She has a love for thrifting, exploring nature through camping and hiking, and discovering new music. At home, she loves spending time with her Russian blue-tabby cat, Ollie.

Samuelle F.

EN: Samuelle Fortin is a bilingual educator and mentor specializing in secondary and post-secondary learning. She is completing her master’s in Sociology at McGill University, where she also earned a Joint Honours B.A. in Sociology and French Literature. As a Teaching Assistant in McGill’s sociology department, she helped students synthesize and process dense course material, designed visual learning aids for neurodivergent students and those with non-linear thinking patterns, and used relational teaching to connect abstract concepts to students’ lived experiences.
Samuelle currently tutors Ukrainian university students in English through the ENGin program and mentors youth aged 16 to 21 with Big Brothers Big Sisters of Greater Montreal. She has expertise in essay writing and exam preparation. Her lesson plans follow a structured yet adaptable framework, beginning with goal-setting and a directive approach, and moving toward independent application. Her primary aim is to foster lasting academic independence so students can confidently apply their learning in the long term.

FR : Samuelle Fortin est une éducatrice et mentore bilingue spécialisée dans l’enseignement secondaire et postsecondaire. Elle termine actuellement sa maîtrise en sociologie à l’Université McGill, où elle a également obtenu un baccalauréat spécialisé conjoint en sociologie et littérature française. En tant qu’assistante d’enseignement au département de sociologie de McGill, elle a aidé les étudiants à synthétiser et assimiler un contenu de cours dense, conçu des supports visuels d’apprentissage pour les étudiants neurodivergents et ceux ayant des modes de pensée non linéaires, et mis en œuvre une approche pédagogique relationnelle pour relier des concepts abstraits aux expériences vécues des étudiants.
Samuelle est actuellement tutrice d’anglais auprès d’étudiants universitaires ukrainiens dans le cadre du programme ENGin et mentore des jeunes âgés de 16 à 21 ans avec Grands Frères Grandes Sœurs du Grand Montréal. Elle possède une expertise en rédaction de dissertations et en préparation aux examens. Ses plans de cours suivent un cadre structuré mais adaptable, commençant par la définition d’objectifs et une approche directive, puis évoluant vers une application autonome. Son objectif principal est de favoriser une autonomie académique durable afin que les étudiants puissent appliquer leurs apprentissages avec confiance à long terme.