Zarina T.

Zarina is a K-12 educator with a Master of Teaching degree form OISE who specializes in teaching French and Drama (with a background in cinema). OCT certified with an offer of employment from TDSB with prior experiences that include working with students from kindergarten to high school in private (University of Toronto Schools) and public sectors (Dixon Grove and Islington JMS), as well as specialized schools (Central Technical School and Etobicoke School of the Arts). She is ESL qualified and has most recently worked with MWS Camps teaching international students from around the world (7-17 years old) English. As an immigrant from Uzbekistan, she is trilingual in Russian, English , and French (with experiences working in core and immersion classes). Has two published research articles in student journals at UofT (Caméra Stylo and Hardwire Journal) and has privately taught essay writing in the past. Has successfully passed the math proficiency test and is able to tutor math up to grade 8.

Elizabeth G.

Elizabeth is a certified Ontario educator (OCT) holding a Bachelor of Education (Honours) with distinction from the University of Calgary and a Bachelor of Arts in Global Development with distinction from Queen’s University. Specializing in Primary and Junior divisions, literacy, and K–12 English Language Learning (ELL), her academic accomplishments include honours research on AI speech-recognition chatbots for second language acquisition.

Elizabeth has extensive instructional experience across diverse classroom settings. She recently served as a Junior/Intermediate Elementary Homeroom Teacher with Holy Trinity School in Vancouver, where she designed multidisciplinary, inquiry-based units in literacy, numeracy, and STEM. Her background also spans teaching Canadian-focused literacy at Bodwell High School’s ELL Summer Camp, delivering specialized trauma-informed instruction to refugee and immigrant students through Calgary’s LEAD program, and supplying instructional continuity across public and Catholic school boards in Alberta and Ontario.

A dedicated lifelong learner, Elizabeth completed training in executive functioning, social-emotional learning, and equity-centered trauma-informed practice. She excels at integrating educational technology and differentiated instruction to support diverse learning needs, fostering collaborative, high-engagement environments that cultivate critical thinking, problem-solving, and student well-being.

Augie T.

Augie graduated summa cum laude from Toronto Metropolitan University with a Bachelor’s degree in Electrical Engineering in 2021. In 2025, he obtained his Professional Engineer (P.Eng.) designation, further demonstrating his commitment to academic and professional excellence.

Teaching has always been a passion of Augie’s, particularly in Mathematics and the Sciences. He enjoys helping students break down complex concepts into simple, logical ideas that are easier to understand and apply with confidence. His approach focuses on creating engaging, personalized lessons that encourage critical thinking while building strong problem-solving skills.

Having succeeded in a rigorous engineering program, Augie understands the dedication and discipline required for academic success and strives to help students develop both confidence and effective study habits. He is passionate about making learning approachable, enjoyable, and rewarding for students of all levels.

Outside of tutoring, Augie enjoys playing basketball and tennis, practicing Spanish guitar, and travelling the world to explore new cultures and hiking destinations.

Romy R.

Romy is a Registered Behaviour Analyst (RBA) and Board Certified Behaviour Analyst (BCBA) with over 10 years of experience supporting children, teens, and families across a variety of learning and developmental needs. She is passionate about helping learners build confidence and enjoys supporting caregivers with practical strategies that create meaningful change in everyday life.

Romy’s approach is compassionate, practical, and grounded in evidence-based strategies. She values collaboration with families and interdisciplinary teams to create positive, supportive experiences and believes meaningful progress happens when everyone works together to build on a learner’s unique strengths.

Rébéka H.

Rébéka Hudon is a French Canadian, Ontario Certified Teacher currently completing a Long-Term Occasional (LTO) assignment in English at the secondary level in Ontario. She previously taught in Québec as a French Resource Teacher and secondary-level educator in Arts, Media, and Ethics, including senior Ethics courses. She has also supported English Language Learners in French-speaking school environments and taught French Core from grade 4 to grade 7 during an LTO. Rébéka is currently completing Additional Qualifications in French as a Second Language, as well as First Nations, Inuit, and Métis Studies.
Her teaching experience spans English, French, Ethics, visual arts, media arts, and contemporary studies. She has designed and facilitated a range of student projects including animation, printmaking, sculpture,language presentations, and literary analysis.
Rébéka’s professional approach emphasizes inclusive, student-centered learning environments that support creativity, critical thinking, and communication skills. She integrates interdisciplinary practices that connect language, the arts, and ethical inquiry to enhance student engagement and understanding.
As a French Canadian educator, she brings a strong passion for language learning and cultural connection to her work, and is committed to helping students build confidence in communication while fostering respect for diverse perspectives and cultures.

Mohamed R.

Mohamed is an Ontario Certified Teacher and Registered Early Childhood Educator with a strong academic and professional foundation in education. He holds a Master of Teaching degree, a degree in Child Development, and a diploma in Early Childhood Education. His interdisciplinary training reflects a deep commitment to understanding learning across developmental stages, from early childhood through to formal schooling contexts.

Mohamed is currently a PhD student in Curriculum and Pedagogy, where his work focuses on educational equity, student experiences, and inclusive teaching practices. His academic pursuits are grounded in both research and practice, drawing on his experience as an educator working directly with diverse learners in school and community settings.

With several years of experience in early childhood and elementary education, Mohamed has developed expertise in supporting student development, fostering inclusive learning environments, and engaging with families and communities. His work is informed by a commitment to culturally responsive pedagogy and addressing systemic barriers within education systems.

Louise N.

Louise has completed a Master’s of Arts in Child Study and Education this April, and currently holds her Transitional Certificate of Qualification with the OCT. She has worked with students in three school boards ranging from kindergarten to grade 5, and has recently completed an internship in a grade 4/5 French mid-immersion classroom. She enjoys the opportunity to help students learn in French and scaffold this learning to meet their needs.

Patricia P.

Patricia is an Ontario College of Teachers (OCT) certified educator with Additional Qualifications in Mathematics, Assessment and Evaluation, and Special Education. She has graduated with a Bachelor of Art in Cultural Studies and a Masters of Teaching. With six years of classroom experience across Kindergarten to Grade 8, Pat has developed a strong, adaptable teaching practice rooted in meeting the diverse needs of all learners. For the past four years, Pat has taught Grade 8, supporting students through an important year of transition.

Patricia approaches teaching with patience, empathy, and consistency, while also maintaining high expectations and encouraging students to strive for their full potential. Patricia is committed to creating a positive, inclusive learning environment where students feel supported, challenged, and motivated to succeed.

In addition to classroom teaching, Patricia brings over 11 years of experience working with children and youth with multiple exceptionalities with the City of Toronto. This has strengthened her ability to differentiate instruction and build strong relationships with students.

Chris K.

Chris is an Ontario Certified Teacher with a diverse background in education, student support, and leadership. He has experience working with students across a range of learning needs, with a particular focus on literacy development, organization, and developing strong academic habits in both private and public school settings.

In addition to his professional experience, Chris has volunteered extensively with youth in academic and community settings. He previously served on the Board of Directors for the Canadian Safe School Network, where he contributed to initiatives focused on student safety, well-being, and positive school environments. These experiences have strengthened his ability to connect with students and support their academic and personal growth.

He works with students from elementary through Grade 10, providing targeted support in literacy, math, study skills, and overall academic development. Chris takes a structured yet adaptable approach, tailoring each session to meet individual needs while helping students build confidence, independence, and lasting learning strategies for success inside and outside the classroom.

Dalzin E.

Dalzin is a dedicated and enthusiastic Ontario Certified Teacher (OCT) and Registered Early Childhood Educator (RECE) with a strong passion for teaching students in the Primary and Junior divisions. As a new educator, she brings fresh energy, creativity, and a commitment to fostering a positive and inclusive classroom environment.
With a solid foundation in classroom management and child development, Dalzin creates structured yet engaging learning spaces where students feel safe, respected, and motivated to learn. She is skilled in supporting diverse learners and building strong relationships that encourage both academic growth and social-emotional well-being.
Dalzin has a particular passion for teaching Science, History, and Mathematics, and enjoys making these subjects interactive and meaningful through hands-on activities and inquiry-based learning. She is committed to helping students build confidence, curiosity, and a lifelong love of learning.
Combining her training in education and early childhood development, she takes a holistic approach to teaching—supporting each child’s unique needs while helping them reach their full potential.