Thushara P.
Thushara is currently completing a degree in Human Resources Management at Toronto Metropolitan University and is expected to graduate by the end of the year. She also holds an Honours Certificate of Bilingual Studies in Extended French, providing her with a strong foundation in both English and French.
Thushara has been tutoring students since 2017 and has experience supporting learners in English, Mathematics, and French across a variety of grade levels. Through her years of tutoring, she has worked with students with different learning styles, academic strengths, and areas for improvement. She focuses on breaking down challenging concepts into clear, manageable steps and adapting lessons to meet each student’s individual needs.
In her free time, Thushara enjoys staying active, baking, and exploring new places. She values maintaining a balanced lifestyle and enjoys trying new experiences and learning new things outside of her academic and professional pursuits.
As a tutor, Thushara is patient, approachable, and encouraging. She aims to create a comfortable learning environment where students feel confident asking questions and making mistakes. Her goal is to strengthen each student’s academic skills while building their confidence, independence, and motivation to succeed both inside and outside the classroom.
French, Intermediate French (7-8), Intermediate Math (7-8), Primary Junior (1-6) – All Subjects
Peter W.
Peter is certified with the Ontario College of Teachers, and has undergraduate and graduate degrees from the University of Toronto. He has spent the last 27 years of a 34 year classroom career with the TDSB, focussing on English teaching. A long career, working with many students, has given him a wide range of tools to meet student needs. He has extensive experience editing and teaching the essay (including comparative analysis, research, citation, and thesis planning), extended writing (including style and paragraph structure), story and media analysis, presentation skills and a wide range of creative writing forms. He has spent many hours working invidually with students to help them prepare for examinations, refine their projects, review key concepts, hone their reading and writing skills and shape their academic and professional futures. In addition, he has advised many extra-curricular clubs at his various home schools. Although retired from the classroom, he looks forward to helping students become stronger writers and to learn more about stories and themselves.
Mahdi C.
Mahdi holds a Master’s degree in Mechanical Engineering and a Bachelor’s degree in Aerospace Engineering. He is also TEFL certified and has experience teaching English in academic and private tutoring settings. With a strong academic background in mathematics, physics, and engineering, Mahdi provides tutoring in Math and Physics for students in Grades 1–12, as well as English instruction for learners with different proficiency levels and learning goals.
Mahdi has teaching experience as a university teaching assistant, where he supported students with their learning and academic development. He also has experience providing private tutoring to students and learners with different levels, needs, and learning goals.
His teaching approach emphasizes clear explanations, logical problem-solving, and adapting lessons to each student’s individual needs. In Math and Physics, Mahdi focuses on helping students understand concepts rather than simply memorize formulas, using practical examples and step-by-step explanations. He works with students across all elementary and secondary school grades (Grades 1–12) and adapts the level and pace of instruction to each student’s needs. In English, he helps students develop their communication skills, grammar, vocabulary, and confidence.
With his combination of engineering education, academic teaching experience, and English-teaching expertise, Mahdi brings a structured, supportive, and student-focused approach to tutoring.
Hanlong Z.
Hanlong is an Ontario Certified Teacher with a Bachelor of Education in Secondary Mathematics Education from the University of Regina and a Master of Professional Education in Teaching English to Speakers of Other Languages (TESOL) from Western University. He also holds a Saskatchewan Professional A Teaching Certificate.
Hanlong has teaching experience in mathematics and science at the middle and secondary school levels. His mathematics teaching experience includes Ontario Grade 9–12 Mathematics, Advanced Functions, Calculus and Vectors, and Data Management. He has also taught Grade 10 Science, Grade 11 Chemistry, and Grade 11 Physics. His experience includes IB MYP Mathematics, IB Diploma Programme Mathematics, and AP Calculus.
Hanlong has also taught mathematics competition preparation courses, including Gauss, Pascal, Cayley, Fermat, CIMC, and AMC. His lessons focus on conceptual understanding, mathematical reasoning, problem-solving strategies, and the development of foundational skills.
With his academic background in TESOL, Hanlong also has experience supporting multilingual students with mathematical and scientific vocabulary, academic language, and the communication of problem-solving processes. His teaching incorporates structured explanations, guided practice, and independent problem-solving to support students with different academic backgrounds and learning needs.
Dianne K.
Dianne is a dedicated and passionate educator with a Master’s degree in Education. She is an Ontario Certified Teacher (OCT) in the Primary/Junior division and a Registered Early Childhood Educator (RECE) with more than 25 years of experience working with children.
Throughout her career, Dianne has been committed to creating engaging, supportive, and inclusive learning environments where every child is encouraged to reach their full potential. She firmly believes that every child is capable of learning and succeeding when provided with the right guidance, encouragement, and opportunities.
In addition to her work as an educator, Dianne is an author who enjoys writing children’s books and faith-based resources. In her spare time, she enjoys listening to music, reading, and taking walks, which inspire her creativity and love for lifelong learning.
Dianne is passionate about helping students build confidence, develop strong academic foundations, and discover a love for learning that will last a lifetime.
Mimas A.
Mimas is a Registered Early Childhood Educator (RECE) and teacher candidate currently pursuing a Master of Teaching degree with a focus on Kindergarten to Grade 6 education. She holds a Bachelor of Arts degree in Child and Youth Studies with a minor in Sociology.
Since entering the education field, Mimas has worked with children and families in a variety of settings, including before-and-after-school programs, summer camps, and childcare leadership roles. She has also contributed to child-focused research and volunteered in elementary classrooms, supporting students in developing their literacy, communication, and social-emotional skills.
As an immigrant who arrived in Canada without speaking English, Mimas understands the importance of having educators who encourage, support, and believe in their students. Her personal experiences have shaped her commitment to creating inclusive learning environments where all children feel valued, respected, and capable of success.
Mimas is passionate about fostering a love of learning and helping students build confidence both inside and outside the classroom. She believes that meaningful relationships, curiosity, and a strong sense of belonging are essential to student growth and achievement. Through her teaching practice, she strives to create engaging and supportive learning experiences that empower every child to reach their full potential.
Jacklyne E.
Jacklyne is a graduate of Western University with an Honours Specialization in Statistics and a Minor in Economics. She has a strong academic background in mathematics, statistics, economics, financial modelling, and accounting, along with professional experience as a Data Analyst with multiple Ontario government ministries. Jacklyne has several years of tutoring experience supporting students of all ages in Mathematics, Calculus, Statistics, and Data Management. She is passionate about helping students not only improve their academic skills, but also develop confidence, curiosity, and a positive relationship with learning. Jacklyne believes that building strong communication, trust, and meaningful connections with her students is essential to creating an environment where they feel comfortable asking questions, embracing challenges, and enjoying the learning process.Beyond academic tutoring, Jacklyne has extensive experience teaching and mentoring students of all ages and abilities. As a preschool and children program instructor with the City of Toronto, she has developed the ability to create engaging, inclusive, and supportive learning experiences for leaners of all ages. She has also worked in adapted and inclusive programs as a ski instructor, supporting individuals with diverse learning styles and strengthening her ability to adapt her teaching approach to each student’s unique needs. Jacklyne strives to inspire students to reach their full potential by making learning enjoyable, approachable, and empowering.
Valbona T.
Valbona is a dedicated Mathematics, Physics, and Chemistry educator with over 15 years of teaching experience in secondary schools, universities, and private tutoring. She holds a PhD in Physics and a Master’s degree in Physics, and is an Ontario Certified Teacher (OCT). She also holds a Michigan Teaching License for Grades 6–12 and has extensive experience teaching students from diverse educational backgrounds.
Throughout her career, Valbona has taught and mentored students in Grades 7–12, helping them excel in Mathematics, Physics, and Chemistry. She has worked with students following the Ontario Curriculum, International Baccalaureate (IB), and Advanced Placement (AP) programs, preparing them for classroom success, standardized assessments, and university studies. Currently, she is completing the IB Diploma Programme (DP) Mathematics Educator Certificate through the University of Windsor. This professional development is further strengthening her expertise in inquiry-based teaching and the IB approach to education.
Valbona’s teaching philosophy is centered on making complex concepts simple and engaging. She adapts every lesson to the student’s learning style, building confidence through clear explanations, interactive problem-solving, and structured practice. Whether a student needs help strengthening foundational skills, improving grades, preparing for exams, or achieving top academic performance, she creates personalized learning plans designed to help them reach their goals.
Valbona is passionate about inspiring curiosity, developing critical thinking, and fostering a positive learning environment where students feel comfortable asking questions and challenging themselves. Seeing her students gain confidence and succeed academically is the most rewarding part of her work, and she is committed to helping every learner unlock their full potential.
Ahmed E.
Ahmad is a mechanical engineer and graduate researcher in thermal engineering. He is completing his Master of Science in Mechanical and Mechatronics Engineering at the University of Waterloo, where he holds a 92% (A+) average, and he earned his Bachelor of Engineering in Mechanical Engineering from Carleton University, finishing on the Dean’s List and among the top 15% of students in his faculty.
His graduate research is on phase change materials for thermal energy storage, applied thermal physics that draws on the same fundamentals taught at the high school level: motion, forces, energy, heat, and thermodynamics. He is experienced with the Higher Level material of the IB, including the topics students find most difficult; thermodynamics, rigid-body mechanics, and the experimental component of the course, such as uncertainty analysis, data handling, and the Internal Assessment.
In both research and industry, his work has depended on making complex technical material clear, from refining manufacturing procedures during his internships to building experimental and computational models in the lab. He teaches from first principles and focuses on the reasoning behind a result rather than the memorization of equations and formulas, so that students can apply what they learn while retaining a full understanding of it.
Outside his research and coursework, Ahmad works on side projects, both on his own and with peers. These include a homemade, fully functioning wind turbine and various electronics and integrated-systems builds. Together, these keep his teaching sharp, with careful problem-solving and the ability to explain something complicated in a comprehensive language.
Valentina S.
Valentina is a medical student at the University of Toronto’s Temerty Faculty of Medicine with a strong academic background in the sciences and extensive experience in tutoring, coaching, and mentorship. She completed the International Baccalaureate Diploma Programme with a score of 42/45 and earned a 3.98 undergraduate GPA at the University of Toronto before entering medical school.
Valentina has over 4 years of tutoring experience, working with more than 20 students across subjects including biology, chemistry, anatomy, physiology, english, and general academic skills. She has worked with students who attendToronto’s independent IB Schools, and is very familiar with course content at both the SL and HL level for IB1 and IB2. Valentina has also been involved in student-led educational initiatives focused on helping students build confidence in challenging scientific material.
Her teaching style is patient, structured, and encouraging. Valentina focuses on helping students understand concepts deeply rather than relying on memorization alone. She enjoys breaking down complex topics into clear, manageable steps and adapting her approach to each student’s learning style, goals, and confidence level.
Beyond subject-based tutoring, Valentina is passionate about coaching and mentoring students as they navigate post-secondary decisions, study strategies, and long-term academic goals. She aims to create a supportive learning environment where students feel comfortable asking questions, developing independence, and building the skills they need to succeed.