CARLI I.

Carli has a Bachelor of Education with a specialization in Early Childhood Education from the University of Calgary, as well as a Bachelor of Arts with a specialization in Psychology from Mount Royal University.
Carli has experience tutoring all elementary school subjects and is passionate about helping students reach their full potential. She finds working one on one to be very rewarding and best of all, she strives to make it fun and engaging.

KIERAN S.

Kieran is a pre-service teacher at the University of Calgary, recently having completed his Bachelor of Arts in communications and culture and is now entering into the final year of his Bachelor of Education program, specializing in the secondary English language arts. Though trained specifically in the area of ELA, Kieran’s academic interests and professional practice extend far beyond the one discipline and into the humanities more generally; more specifically, Kieran has both tutoring and teaching experience, with the Alberta Programs of Study, in secondary English language arts, social studies, and career and technology foundations (CTF). Much like the matter he teaches, Kieran’s approach to tutoring is a multidisciplinary one and one that values the diversity of all students and their unique learning habits. In addition to his professional practice, Kieran spends his time volunteering with school communities across Calgary, working towards building and enhancing the learning experiences of all students.

JENNY H.

I am a middle school teacher that teaches the core subject areas. After graduating from the University of Winnipeg’s integrated Bachelor of Education program I began my career teaching early years in Thailand and Ecuador. Over the last 12 years I have collaborated with a group of colleagues in developing a student centered choice and voice approach. I have a passion to motivate students to think about the kind of world in which they want to live and engage in creating a more sustainable future.
My interest in social justice and the environment led me to complete my Post Baccalaureate degree and Masters of Education in Sustainability and Well-Being. I engage students in the learning process by building relationships and developing their competence through choice, feedback and direct instruction. I believe it is important to provide students with meaningful work in order to build independence. My overall goal is for students to become lifelong learners that contribute to society as a whole.
Outside of school I have many interests. I have studied piano and guitar; I enjoy art, traveling and triathlon! I am excited to be part of the Prep Academy team.

Mariana M.

My educational philosophy encompasses many things; however, it heavily focuses on the aspects of care work that are involved in teaching and being an educator. I believe that education is not just about academic achievement and curriculum expectations—it is about far more than that. Being an educator means caring for students and being the support, they need, in order to move on to the next chapter of their lives. Being an educator means preparing students, not just academically but also for the real world. I believe in teaching students by modeling positive behaviours, showing them love, compassion, and empathy—showing them that that they are loved and cared for. I truly and honestly believe that a teacher who does not try to put themselves in the shoes of their students, is limited in their ability to help students and impart knowledge.

My teaching philosophy, more specifically in terms of educational practices and strategies, is in line with holistic teaching. I believe in teaching the whole student, about the world at large. I also think students benefit most when they are taught from the approach of being lifelong learners. Rather than having an end goal in education, it is beneficial to show students that learning is a lifelong process for everyone, for students and teachers alike. Furthermore, I believe in dialogic teaching, where students are given autonomy and a voice in the learning process. They are shown that their opinions matter and that they are trusted to have control over their own learning. This also teaches students to take ownership and responsibility over their own learning, taking away from the traditional authoritative classroom dynamic, and contributing toward the more progressive student-centred classroom dynamic.

I am also a strong believer in differentiated instruction—providing students with an array of learning and assessment opportunities, so that they may succeed within the educational system. Differentiated instruction is also connected to adaptation and modification of learning materials so that students may work toward common goals and expectations, while having their needs met. I think technology is also a great way to ensure that students are receiving equitable learning opportunities. With all the technology and resources available there is no reason why students shouldn’t receive the assistance they need, whether it be accommodations or assistive technology.

MICAH P.

Micah has a combined Bachelor’s in Education and Spanish/French. She teaches in the Spanish Bilingual Program for the Calgary Board of Education. She currently teaches in an Elementary School but has experience in Junior High as well. Micah was a tutor for Spanish University courses and enjoys helping everyone reach their full academic potential.

STEPHANIE B.

Stephanie was born and raised in Toronto, Canada. She graduated from the University of Toronto with a Honours Bachelor of Arts in Sociology, double minoring in English and Human Geography. Stephanie went on graduate from OISE (Ontario Institute for Studies in Education) at the University of Toronto with a Bachelor of Education in the Intermediate/Senior grade levels. Additionally, Stephanie has completed AQ’s (Additional Qualifications) to teach Kindergarten – Junior levels and Google Classroom. She also has experience teaching IB curricula.

Through her relationship with colleagues (some her former teachers and mentors) Stephanie has developed a deep passion for working with students and guiding them to reach their full potential. Stephanie truly believes that engaging students using their curiosity and interests is crucial in helping them gain the confidence they require to succeed. 
She is passionate in cultivating fun and inclusive learning experiences for students, where she fosters engaging, personalized one-on-one interactive lessons. Additionally, in her spare time, Stephanie enjoys staying active, reading, travelling as well as spending time with her friends and family.

JONAH S.

Jonah is a communicator above all else. He is well versed in dramatic arts, giving him insight into social skills and how to convey ideas thoughtfully through essay writing and presentation planning. English language arts, creative writing, philosophy, and most humanities courses will be given a unique spin under his tutelage.

KATIE N.

So far in my career, I have had the opportunity to work with a wide range of learners and have worked in a variety of different classroom settings. I am an Art specialist, and have had experience teaching and planning a various courses for Grades 7-12, Multi-age, EAL, Adult Education, and Inclusion Support.
I have experience teaching to groups both big and small, as well as providing individualized programming to meet student needs.

ALEXANDER N.

Alexander is a 24 year old education graduate from the University of Winnipeg.
He serves every grade level across a variety of subjects including: French, English, Science, Health/Physed, Social Studies, History.

STEFANIE B.

Stefanie has her Bachelor of Arts degree with a Major in Psychology and a Minor in Women’s and Gender Studies and is currently finishing up her last year of her Bachelor of Education degree specializing in early years with a Major in History and a Minor in Psychology. Stefanie has had 4 published articles in a local magazine and is working on publishing her own authored book. Stefanie grew up in the French Immersion program from Kindergarten to Grade 12 and is fluent in the French language in reading, writing and speaking. Stefanie brings a positive energy to her tutoring sessions and aims to help foster growth and build confidence in her students for greater success. Smiles are encouraged!