CASEY H.

Casey completed her Master of Arts in Child Study & Education at the Ontario Institute for Studies in Education (OISE) and holds an Honours Bachelor of Arts (with High Distinction) in English and Drama from the University of Toronto. She is an Ontario Certified Teacher, qualified to teach in the Primary and Junior divisions. Casey has extensive experience working with children from diverse backgrounds, including English Language Learners (ELL) and newcomers, through various roles as a tutor, mentor, and camp counsellor. She also completed practicum placements across Primary and Junior grades within the Toronto District School Board (TDSB), where she taught literacy using UFLI resources, as well as math, health, and social studies. Casey is dedicated to creating inclusive, engaging, and student-centred learning environments by building strong relationships with students and using differentiated instruction to celebrate their strengths and meet their unique needs. She strives to connect learning to students’ interests and lived experiences, making it relevant, meaningful, and enjoyable to help every student succeed and develop a love for learning. In her spare time, Casey enjoys making music, playing video games, learning new languages, and exploring the city with friends and family.

ADISVARA A.

Adisvara A. is a graduate student in the Master of Science in Data Science and Analytics program at Toronto Metropolitan University. Originally from Coimbatore, India, Adisvara completed his undergraduate degree in Computer Science and Engineering, where he first discovered his passion for teaching. Throughout his undergraduate studies, he tutored high school students in math, physics, chemistry, and computer science, helping them build confidence and develop strong foundations in STEM subjects.

During his graduate studies in Canada, Adisvara completed the CLT-100 course focused on teaching and learning strategies, and soon after became a Teaching Assistant for two advanced university-level courses—Graph Mining and Deep Learning. In these roles, he conducted lab classes, provided one-on-one student support, and developed and graded assignments. His experience as a TA has strengthened his ability to explain complex concepts in a simple, approachable way. Whether it’s using real-world analogies or building interactive dashboards, Adisvara ensures that each student connects with the subject in a meaningful way.

Adisvara believes that strong student–tutor relationships form the foundation of effective learning. He takes time to understand how each student learns best and tailors his sessions accordingly—always starting from the basics and building step- by-step. His students describe him as patient, creative, and highly engaging. In his spare time, Adisvara enjoys going to the gym, playing badminton and basketball, and working on AI projects that combine technology and social impact.

TALHA C.

Talha C. is a dedicated researcher and educator pursuing a Master of Science (MSc) in Physiology at the University of Toronto. He holds an Honors Bachelor of Science from U of T in Neuroscience, with minors in Physiology and Biology, from which he graduated with a cumulative GPA of 3.91/4.0, recent 3-year GPA of 3.96/4.0, and an MCAT score of 519/528 (96th percentile). He currently holds a 4.0/4.0 in his MSc program. His research focuses on the effects of insulin sensitizers on atherosclerosis, with expertise in advanced surgical techniques and metabolic assays. He has contributed to and co-authored multiple research projects, including studies on antipsychotic-induced metabolic dysfunction and hippocampal learning, with an abstract accepted for oral presentation at the American Diabetes Association’s 85th Scientific Sessions. Talha has secured prestigious scholarships like the Research and Health Science Education Entrance Scholarship, awarded to the top 2% of candidates entering graduate programs at the Temerty Faculty of Medicine. Beyond research, he is an experienced teaching assistant, supporting physiology and biomedical courses, and mentoring undergraduate students in laboratory techniques and thesis writing at the University of Toronto.

In addition to his academic pursuits, Talha has extensive experience in volunteerism, editing, and advocacy. As a hospice volunteer, he has provided compassionate care to patients, ensuring dignity and comfort in end-of-life settings. He has served as a senior copy editor for University of Toronto’s oldest student newspaper, The Varsity, managing a large team while upholding journalistic integrity on sensitive topics. His leadership extends to initiatives like the Centre for Integrative and Anti-Racism Studies, where he contributed to educational frameworks and grant applications. Passionate about community engagement, he has co-organized panels addressing homelessness, coordinated newsletters promoting equity and diversity, and raised funds for humanitarian causes. Fluent in multiple languages, like English, Urdu, and Hindi, and proficient in various research and data analysis tools, Talha is committed to bridging science, education, and advocacy to drive meaningful change.

CHLOE B.

Chloe is a third-year Biological Science student at the University of Guelph with over four years of tutoring experience. Since 2020, she has worked one-on-one with students aged 3 to 12, providing academic support in a variety of subjects, mainly French and English. She’s worked at Oxford Learning Centre in Guelph, where she continues to assist students with homework, foundational skills, and personalized learning activities. Her approach blends patience, structure, and creativity to meet each student’s individual needs. With a strong academic background and a passion for education, Chloe is committed to helping students build confidence and achieve academic success!

RACHEL T.

Rachel earned her Bachelor of Early Childhood and Primary Education from Australian Catholic University. Originally from Australia, she recently relocated to Toronto and brings a dynamic approach to teaching that emphasizes hands-on learning and meaningful student connections. She understands that every student is unique, with different learning styles and needs, and she is committed to adapting her teaching to support each individual.
What Rachel enjoys most about teaching is witnessing those breakthrough ‘aha’ moments, when a student’s confidence grows and a concept finally clicks. She strives to create an encouraging environment where students feel empowered to take on new challenges and develop a love for learning.
Beyond the classroom, Rachel has a passion for travel and is making the most of her time in Canada by exploring her new surroundings.

DR. A. RAHNAMA

Dr. A. Rahnama is a passionate mathematics educator with over 20 years of teaching experience at the high school, college, and university levels. He holds a Ph.D. in Mathematics and a Master’s in Computer Science, allowing him to provide deep insight into various mathematical topics, including Advanced Functions, Algebra, Calculus, Probability, Linear Algebra, and Statistics. Dr. Rahnama believes that mathematics is not just about solving problems but about building strong analytical skills that empower students in their academic and professional journeys.

His teaching methodology is centered around simplifying complex concepts, breaking down problems into small, manageable steps, and providing clear, structured explanations with real-world examples. He ensures that students develop confidence in their mathematical abilities by reinforcing concepts through step-by-step problem-solving. Dr. Rahnama has also taught applied math courses in data science, integrating practical applications to make learning more engaging. Whether preparing for exams or tackling challenging coursework, he creates a supportive learning environment where students feel encouraged and motivated to succeed.

In his spare time, Dr. Rahnama enjoys exploring innovative teaching strategies and mentoring students in research projects. He finds great fulfillment in helping students develop a strong foundation in mathematics while gaining the confidence to tackle even the most challenging problems.

JOSEPH D.

Joseph is a dedicated and passionate educator with a strong background in mathematics. With 8 years years of tutoring experience, he has worked with students of all ages, helping them build confidence and master challenging concepts. Holding a BBA from Trent University he specializes in making learning engaging and tailored to each student’s unique needs.

Beyond teaching, Joseph enjoys working out and playing sports, bringing creativity and enthusiasm into every lesson. Whether breaking down complex equations or guiding students through literary analysis, he strives to make learning both effective and enjoyable.

ELECTRA W.

Electra is currently pursuing a Master’s of Child Study and Education at the University of Toronto. She has completed a Bachelor’s of Early Childhood Studies with a minor in English accredited by Toronto Metropolitan University. Through her Master’s studies, Electra has completed a teaching practicum in a kindergarten classroom and is currently completing her second practicum in a grade four classroom. In her undergraduate studies, Electra completed placement experiences in a grade 1/2 classroom, a kindergarten classroom, and an EarlyON Child and Family Centre. Electra has a plethora of diverse employment experiences with respect to teaching and learning. Electra has hired, trained, and managed instructors for Engineering Outreach programs (STEM-based additional programming). Through this employment, Electra reviewed curriculum outlines, activity sheets, and material requests for grades 3 to 8. Electra has experience as a Senior Program Instructor for Engineering Outreach programs, where she created, developed, and delivered STEM programming to students from grades 1 to 12. Moreover, Electra has experience as an Emergency Supply Teacher, where she covered the duties and responsibilities of absent teachers ranging from kindergarten to grade 12. Electra has extended knowledge of curriculum, pedagogy, and best practices. She is culturally responsive and always incorporates an equity lens into her practice. Electra is highly experienced with children with exceptionalities and always implements strength-based approaches that consider the whole child.

SARAH R.

Sarah is currently a student at Ontario Institute for Studies in Education in the Masters of Teaching program. She has a particular interest in mathematics education and a consciousness of math anxiety and shame within the math classroom, as she is currently working on research on math anxiety in BIPOC students. Sarah truly believes that every student is capable of learning any subject and believes in the importance of building students’ confidence. So, she focuses on connecting with who students are to teach them in a way that works for them.

Before coming to OISE, Sarah taught dance and gymnastics to kids aged 4-12 in a summer camp setting. In practicum experiences, Sarah taught in a grade 5-6 gifted classroom, a grade 7-8 literacy, history, and art classroom and a grade 8 science classroom, with a concentrated focus on math skills within science. With these different age groups and experiences, Sarah has learned the needs of different age groups and is well-equipped at adapting to these different needs. In the future, she hopes to use what she has learned to teach in a junior or intermediate level classroom setting (grades 4-10).

In her personal life, she enjoys baking, watching movies, and seeing live music. She also is active in the UofT community as a Varsity Blues cheerleader.

Haroula G.

Haroula is an enthusiastic educator who is completing the Master of Teaching program at OISE (Intermedia/Senior Division). She additionally holds an Honours Bachelor of Science in Life Sciences from McMaster University, where she graduated summa cum laude. She has over four years of experience working with students of all ages, specializing in supporting high school students in math and science. Her wide breadth of knowledge in these subjects is an asset to aid students across a scope of classes and curriculums. She is passionate about building a strong rapport with students and fostering an environment where students can cultivate a growth mindset as a tool for self-improvement. Being an inclusive and supportive educator and adapting to the individualized needs of each student is at the forefront of Haroula’s pedagogy.