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.
Cassandra S.
Cassandra is an executive functioning coach with years of experience working with children and students of all ages. She specializes in helping students develop the essential skills needed to succeed academically and personally. Cassandra understands that executive functioning skills are critical for managing school responsibilities, building independence, and developing confidence. Through individualized coaching, she supports students in strengthening areas such as goal setting, completing tasks, time management, organization and prioritization, focus, motivation, anxiety management, problem solving, and long-term success planning.
During sessions, Cassandra focuses on developing these skills through a variety of activities, templates, exercises, planners, and other practical tools. Her approach emphasizes hands-on strategies that help students tackle challenges in meaningful and manageable ways. She works with each student to create both short-term and long-term goals that are individualized based on where the student is in their academic and personal journey.
Cassandra’s approach is highly personalized and practical. She works closely with each student to understand their unique learning style, strengths, and challenges, and then introduces strategies and tools that help them stay organized, manage their workload, and follow through on responsibilities. She emphasizes building systems and habits that allow students to take ownership of their learning while developing skills that will support them throughout their academic journey and beyond.
Cassandra has extensive experience working with neurodivergent students, including those with ADHD and learning disabilities. She understands the importance of adapting strategies to meet each student’s individual needs and creates supportive, structured, and engaging learning environments that foster growth and confidence.
Cassandra is passionate about helping students reach their full potential. She believes that with the right strategies and support, every student can learn to thrive. Her goal is to empower students to improve not only their academic performance but also to develop lifelong skills that support independence, resilience, and overall success.
Manjot B.
Manjot B. is an Elementary Tutor with a strong background in Early Childhood Education (ECE) and a specialized focus in literacy development. With experience supporting young learners in foundational reading and writing skills, Manjot is committed to helping children build confidence and competence in their academic abilities.
Drawing on training in early childhood pedagogy and literacy instruction, Manjot uses evidence-based strategies to support phonological awareness, early reading comprehension, vocabulary development, and writing skills. Her approach emphasizes differentiated instruction, recognizing that each child learns differently and benefits from individualized support.
Julia F.
Julia recently completed her Bachelor of Education Primary/Junior program at Ontario Tech University and holds a Bachelor of Arts in Psychology from Toronto Metropolitan University. Her background in psychology supports a strong understanding of child development, learning differences, and student well-being, which she brings into her practice.
With experience supporting students from Kindergarten through Grade 6, Julia provides individualized support that strengthens foundational skills and builds student confidence. She uses clear explanations, hands-on strategies, and responsive feedback to meet learners where they are and support meaningful progress.
Julia emphasizes relationship-building and creates a supportive learning environment where students feel comfortable asking questions and engaging with challenges. She integrates strategies that encourage self-regulation, motivation, and a growth mindset, helping students develop confidence and persistence in their learning.
In her free time, Julia enjoys reading, crocheting, and exploring creative art projects. These interests influence her tutoring approach by encouraging creativity, patience, and problem-solving, and by helping her connect with students in a relaxed and supportive way. She values balance, curiosity, and lifelong learning, and strives to model these habits while supporting students in building confidence and developing a positive relationship with learning.
Erica C.
Erica is a highly accomplished teacher of 25 years with specializations in neurodiversity, mathematics, language and transitions from elementary to secondary school. She holds a Position of Responsibility at her school managing the intermediate department. Erica actively engages in new professional development constantly to improve her practice.
Alanna D.
Alanna is an OCT‑certified educator and experienced tutor who brings over eight years of expertise in early childhood and elementary education to Prep Academy Tutors. With a Master of Arts in Child Study & Education (in progress at the University of Toronto) and a strong academic foundation in Early Childhood Studies, Alanna specializes in helping learners build self-confidence, independence, and a genuine love for learning.
Alanna has taught and supported students in a wide range of settings that go beyond the classroom. She excels at adapting lessons to meet diverse learning needs—whether supporting language and literacy through phonemic awareness and multimodal learning or guiding individualized math instruction and supporting students to find their voice across areas of curriculum.
Her tutoring approach is warm, relational, and highly individualized. Drawing on her background as both an educator and a former private tutor, Alanna collaborates closely with families to create customized learning plans that honor each child’s strengths, interests, and developmental needs. She uses tools such as anecdotal notes, checklists, photos, and student work samples to track progress and ensure her instruction is responsive and meaningful.
Beyond her classroom and tutoring experience, Alanna has worked extensively in enrichment settings, including STEM‑based programming, creative arts learning, and physical activity programs. She is passionate about fostering confidence, curiosity, and resilience in every learner she works with.
Alanna believes deeply in inclusive, equitable education and strives to create learning environments where every child feels seen, supported, and capable. As both an educator and former English Language Learner herself, she brings empathy, cultural responsiveness, and a strong advocacy mindset to her work.
In her free time Alanna is passionate about fitness, health and wellness. As a personal trainer she aspires to open a children’s gym for typically developing as well as neuro-divergent children in her future. Warm, patient, and deeply committed to student success, Alanna ensures that every learner she works with feels celebrated, supported, and empowered to grow