Math & Science Tutors: Middle, High School & College

Dr. Rachel is a New York State Licensed Psychologist and Certified School Psychologist with a Ph.D. in School Psychology from Fordham University. Rachel received extensive training in the identification, assessment, diagnosis, and treatment of learning and psychological disorders in children and youth. She has worked with populations ranging from school age to young adults and their families and has experience providing interventions and support for individuals presenting with learning differences, ADHD, anxiety, depression, and Autism Spectrum Disorder, among other psychiatric presentations. Rachel specializes in providing individualized instruction and interventions that are tailored to clients strengths and weaknesses in executive functioning, reading, and writing to support their academic growth and success.

Rachel has extensive experience conducting psychological evaluations and developing and implementing recommendations to support growth in the areas of academic, social-emotional, and executive functioning. Presently, Rachel is a full-time psychologist at New York Presbyterian-Hospital/Columbia University Medical Center. She serves a school-age through young adult population, and specializes in psychotherapeutic clinical interventions and collaboration with school personnel, families, and community resources. With regard to executive functioning, Rachel has experience providing interventions to school age through young adult populations around supporting organization, time management, and written expression skills, in addition to supporting clients with strategies for increasing retention of information, decreasing procrastination, and bolstering study skills and efficiency and follow-through on task completion.

Jordan, M.S. Ed., is a doctoral candidate in Human and Organizational Psychology at Touro University. He received his B.S. in Psychology with a minor in Sociology from Indiana State University and his M.S. in Special Education from Touro College. Jordan’s professional endeavors include curriculum development and educational reform with a focus on intercultural education and informal learning. He has extensive experience in teaching and providing academic and personal advising in multicultural environments. Jordan has been involved in multiple research experiments in Education and Psychology at Indiana State University, The New School, Columbia University, and New York University. He has taught special education at the elementary, middle school, and high school level and has experience teaching all content-based subjects including English, History and Social Studies, Math and Science at all levels. He has provided one-on-one multisensory tutoring in every content-based subject to both special education and general education students between the ages of 5 and 21. Jordan has both classroom and tutoring experience with students with autism, oppositional defiant disorder, ADHD, emotional disturbance, learning differences, and executive functioning disorders. He also has experience teaching test-taking and study skills strategies to students preparing to take the Algebra, Living Environment, English, and U.S. History and World History Regents examinations, SAT, ACT, and ISEE. He is knowledgeable about the New York State Common Core Learning Standards and is experienced in teaching reading comprehension skills, reading strategies, and writing strategies. Jordan emphasizes the importance of fostering students’ independent academic skills to assist their transition to college and the workforce.

Cailin is currently earning her Doctor of Education at the University of Arkansas Online. She received her Bachelor of Arts in English at Marymount Manhattan College, and her Master of Arts in Special Education with a focus on Intellectual Disability and Autism from Teachers College Columbia University. Cailin began her teaching career at a private high school for students with special needs and has been working as a special education teacher for the Department of Education for the past few years. Cailin has taught a variety of subjects at the high school level. She is passionate about helping students transition to adulthood, workforce education, and college readiness. In her teaching career, Cailin has worked with students on the Autism Spectrum, with intellectual or learning disabilities, speech and language processing disorders, emotional disturbances, ADD/ADHD as well as students with self-regulation and executive functioning challenges. Cailin is also passionate about literacy. She enjoys reading and has experience teaching reading comprehension skills to students at a variety of cognitive levels. Cailin has worked with high school students transitioning into college and the workforce for the majority of her career. She places emphasis on helping students overcome the challenges that inhibit them from achieving independence and success.

Jeffrey has a master's degree in Mathematics Education(5-9) from Brooklyn College. He also holds a bachelor's of arts degree in Computer Information Systems from New York City College of Technology. He is a certified Math teacher who has worked for the Department of Education for the past eleven years. He has taught grades 6 -8, which includes general education, Integrated Co-Teaching (ICT)/Collaborative Team-Teaching (CTT) , and gifted classes. For the past three years, he has prepared students for the Specialized High School Admissions Test (SHSAT) . As a private tutor, Mr. Bradshaw is skilled working with students from grades 2-8. While building a relationship with his students he then supports their learning styles using a wide range of techniques custom towards their learning needs. Aside from working with students without learning needs, Mr. Bradshaw is skilled teaching students with various learning disabilities and educates students who are hearing impaired.

Jacob is a learning specialist with 15 years of experience serving the learning and developmental needs of students at educational levels ranging from Kindergarten to college. His full-time private practice combines his extensive teaching and tutoring experience with current advancements in educational research and training. Jacob is a graduate of the Bank Street College of Education, with a dual Masters of Science in general and special education, and is certified in New York State for all subjects in grades 1-6, but with years of teaching experience that goes well beyond that age range. Jacob’s research-supported interventions have helped students diagnosed with ADD/ADHD, dysgraphia, dyslexia, dyscalculia, language-based disorders, and communication disorders (including ASD) overcome these barriers and achieve successful outcomes. His areas of expertise include reading comprehension, writing, executive functioning coaching, and subject area remediation. Jacob brings a familiarity with a broad swath of New York public and private school curricula, ranging from elementary to high school levels. He is fluent in all aspects of English, social studies, science, and history content, up to and including preparation for Regents tests, college-level work, and adult education.

Jacob adheres to educational best practices, including multi-sensory approaches, the use of informal assessments to get consistent data and feedback on students’ progress, and sensitivity to students’ developmental stages. His ultimate goal is facilitating his students’ independence and the full realization of their abilities. He strives to make the sessions fun and engaging, using his training as a historian to imbue his practice with a wide-ranging knowledge of culture, literature, art, and politics. Jacob also works as an executive functioning coach, helping students define and understand their goals and strengths, in conjunction with teaching specific strategies, techniques, and habits for time management, organization, and mental stamina. He has had success helping students and families understand how executive functioning affects learning at school and at home. He is comfortable forming learning teams and acting as a liaison between school and home, and regularly engages with psychologists and other specialists who share his students. While retaining a holistic approach centered on student strengths, Jacob is also results-oriented and ultimately focused on student success at their school.

For the 2020-21 school year, Jacob is drawing on his many years of helping families and students get organized to deal with the inevitable disruptions caused by remote learning and reduced in-person teaching. In addition to assisting families with this shift, Jacob is expanding his practice to add daytime teaching hours for homeschooling, learning pods, and other modified pedagogical arrangements, drawing on his experience in the classroom and leading small group learning. While this school year will be different, Jacob’s combination of a holistic strength-based approach with a rigorous focus on organization and follow-through will provide the necessary support needed for students and their families.

Services:

LEARNING SPECIALIST

Ivy is a New York City teacher with 13 years of teaching experience. She holds a Bachelor's degree in Elementary Education from New York University and a Master's degree in Special Education from Touro College. She worked as a Pre K-Grade 6 mathematics and science teacher for many years. She has been a fourth grade classroom teacher for a few years and a math coach, supporting teachers in mathematics instruction by providing professional development. Ivy has worked as a teacher content trainer and scorer on the Common Core New York State Math exam and ELA exams. She has also helped students improve their math skills, their conceptual math understanding, and their capacity to problem solve multi-step tasks. She has worked with students with emotional issues, speech and language disorders, dyslexia, executive functioning issues, ADHD, and oppositional defiant disorder, as well as with students on the autism spectrum. Currently, she is an ICT fourth grade teacher at an elementary school in Brooklyn. To help learners experience success, she adapts and adjusts her instruction to individual learning styles. Ivy believes that all children have a capacity to learn and construct understanding by thinking critically through varied approaches and experiences.

Brittany is a New York State licensed special education teacher for grades 7-12. For the past six years, she has worked in a Brooklyn public high school, primarily teaching in Chemistry and Physics ICT (Integrated Co-Teaching) classrooms for 9-12 graders, in addition to a self-designed Architectural Drafting elective course. She also has experience teaching English Language Arts, Living Environment, Algebra 1, Geometry and tutoring ages 11-18 in various subjects and skills, including organization, executive functioning skills, and mindfulness. Brittany earned a Bachelor of Science degree in Interior Design from High Point University and completed coursework towards her Master of Architecture degree at University of Colorado-Denver before changing careers into education. She participated in the Teaching Fellows program and received her Master of Science degree in Special Education for Urban Adolescents. Brittany has experience teaching students with varied learning and emotional needs, including ADHD, executive function disorder, limited English proficiency, speech-language disorders, dyslexia, oppositional defiance disorder, dysgraphia, autism and varied psychological disorders. She served as the Science Department chair for the past three years and leads a daily advisory group with academic and post-secondary planning. Outside of the classroom, Brittany has participated in several week-long camping trips with ninth graders in upstate New York and has led multiple service-learning trips for high schoolers to the Caribbean and South America. Brittany strongly believes in the power of experiential learning to build students’ confidence that can then be transferred to the classroom.

Juliet is a math and science special needs educator for middle and high school students. For the past ten years in New York City schools, Juliet has been teaching 6th to 12th-grade students who have learning issues with dyslexia, anxiety, dyscalculia, ADHD, executive functioning difficulties, cerebral palsy, and autism. She was also a math and english language arts tutor for K to 9th-grade students at Kaplan s annex, SCORE!. Juliet teaches algebra I and II, geometry, chemistry, earth science, and SAT preparation. In her current position at the New York City Department of Education, Juliet is piloting an access program where students with severe physical and/or cognitive needs are integrated into a community school with the support of assistive technology, IEP services, and personalized instruction. Her goal is for all students to have a sense of belonging in schools academically, socially, emotionally and physically. For a decade, Juliet has been sharing her passion for teaching math and science. Highlights include starting an urban farming program with students in a Brooklyn school, presenting a lecture on expeditionary learning at Harvard University, coaching science and math teachers at New York University and writing high school science curriculum for New York Sun Works. Juliet has a B.S. in economics from Vanderbilt University and an M.S. in math education from New York University.

Paul is a New York State licensed and certified ESL teacher for grades K-12, with ten years of experience teaching English, Biology, and Environmental Science in Brooklyn and Queens public high schools. He attended the University of Pennsylvania and earned a B.A. from Tufts in Art History and a Master's in Education from L.I.U. Brooklyn. He served as a Dean of Students for 6 years, most recently at Williamsburg Preparatory Academy, where he developed an expertise in conflict mediation and adolescent counseling. Paul has tutored for the NYS Living Environment Regents Exam, the English Regents Exam, academic writing, study skills, Pre-algebra, Algebra, Geometry, Algebra II, and Trigonometry, as well as the SAT and ACT. He has extensive experience teaching students with ADHD, executive function disorders, limited English proficiency, interrupted formal education, psychological disorders, hearing impairment, speech disorders, and dyslexia. At Tufts, he was a starting forward on the men s basketball team, won the NESCAC conference, and was awarded a spot on the NESCAC All-Academic Team in recognition of excellence both on the court and in the classroom. He then played basketball semi-professionally in Switzerland, where he also coached. Paul is also an artist who incorporates illustration into his lessons. As an educator, Paul draws on all of his experiences and training to bridge language, cultural, cognitive, and behavioral divides to help students master challenging material using innovative methods.

ofia is a school psychologist who received her bachelor's degree from Binghamton University and her master's in School Psychology from St. John's University. She has experience working with children and adults diagnosed with Autism Spectrum Disorder, learning differences, dyslexia, speech and language delays, ADHD, and executive functioning disorders. She has tutored students in reading, writing, and math as well as for standardized tests. Currently, Sofia conducts psychological and adaptive evaluations as the psychologist and behavior specialist at a private clinic. Previously, she worked in both public and private schools developing individualized education programs for elementary, middle, and high school students. She is passionate about the field of school psychology and learning. She believes that everyone has the ability to learn and be successful if they are taught in a way that is appropriate to their specific needs. In addition, Sofia advocates a whole-team approach and values input from other professionals as well as parents to create programs that are optimal for students.

Anthony is an educator, writer, and artist. He holds a BA in International Studies and Journalism and a MSEd in Teaching Children with Special Needs. He has taught Pre-K up to 3rd grade in Integrated Co-Teaching (ICT) and Self Contained Special Education classrooms in the NYC public schools and also was a founding teacher at a private school in Park Slope. Anthony's approach to teaching is simple, yet complex, prioritizing strategies that build skills while activating curiosity and intrinsic motivation to learn. His knowledge and experience is a unique blend of traditional literacy and math methodologies, such as Wilson (including FUNdations), Orton Gillingham, Lucy Calkins Reading and Writing Workshop, TERC Math, Everyday Mathematics, and Mathematics in the City, and others with a whole brain and body approach. Anthony's approach to both literacy and math is geared specifically to the needs of the student and is based on careful assessment. For older elementary and middle school students, assessing the student is of the greatest important because the breakdown in understanding could have happened earlier in the student's schooling. Anthony uses a combination of academic skill building and reinforcing positive work habits to help students of all ages succeed. He incorporates activities designed to stimulate neural development through the building the perception skills of auditory and visual memory processing, sequencing, cognitive and metacognitive strategies, visual analysis and synthesis, eye-hand coordination, and whole body balance, integration, and motor skills. These skills support the development of executive functioning, which Anthony has supported many students in improving. These activities and frameworks are also seamlessly applied to test prep.
Anthony's relationship with the families he works with are a priority and views his work in education as a service to the community, working tirelessly to receive the desired results of academic improvement, increased confidence, and general well-being in the child's school experience. He works with parents in navigating the important and sometimes difficult realm of schooling and learning.

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Executive Functioning

Anthony has developed a series of executive functioning recordings for parents and children to use together at home to cultivate positive attitudes and practices for learning.

Karina is a New York State Educator for grades 7-12 in mathematics. She earned her Bachelor's degree in Pure Mathematics from CUNY Hunter College and her Master's degree in Adolescent Math Education 7-12 from the Hunter College’s School of Education. She was a recipient of the Robert Noyce Teacher Scholarship Program, which is a highly selective program that seeks to encourage talented mathematics, science, technology, and engineering majors and professionals to become K-12 mathematics and science teachers. She has experience teaching high school students in a variety of math disciplines, including Calculus, Algebra II/Trigonometry, Algebra II Common Core, Algebra I Common Core, Geometry Common Core, Finance and AP Statistics. Karina was also chosen to teach a Finance pilot course (Fi-Cycle) that was launched in only four public schools across New York City. Through this one of a kind course, she was able to apply mathematics to basic financial concepts, to which the students were very receptive. Karina taught at the Brooklyn High School of the Arts for three years and is currently teaching at Midwood High School in Brooklyn. Aside from her work teaching in school, she also provides one-on-one and group tutoring services, teaching varying levels of junior high school to college mathematics. She also prepares students for various examinations including New York Statewide exams, Regents exams, SHSAT and SAT. Karina's approach to education revolves around classroom management, the application of real-world examples to make math relevant and fun, and collaboration with colleagues as well as parents to help her students achieve their goals.

Steffanie earned her Master of Art in Teaching with a specialization in secondary Mathematics from Texas Woman s University. Before her teaching career, she received her Bachelor of Business Administration in Marketing from Baylor University in Texas while playing major division I women s basketball for the Lady Bears culminating in a national title in 2005. She was an All-American (basketball), an Academic All-American as well as a Provost's scholarship recipient for her academic performance.

Steffanie has ten years of education experience in Texas and New York City. In Texas, as a licensed Math teacher, she taught high school math where’she had a record of proven student success and progress in Algebra I and Algebra II as well as state test preparation for re-testers. She went on to become a Math instructional coach supporting Math campus teachers and later went on to become a Math academic facilitator supporting the growth of Math campus instructional coaches. Steffanie has worked in the New York City, since 2017, as a private Math tutor serving students from grades 3 – 11 with a specialization in secondary Mathematics. She has supported students with Regents Prep in both Algebra I and Geometry. She has also successfully worked with both individual students and small groups, from grade 3 to grade 8), to prepare students for both the ISEE and SSAT. Additionally, she has experience working with NYC schools as an academic tutor with the Dream Charter school system. Steffanie has worked with students with mild to moderate learning disabilities including ADD/ADHD and her strategies are able to support students with dyscalculia and non-verbal learning issues.

Steffanie’s approach to mathematics lies in building competence through conceptual understanding, reasonableness and sense making. She works to reinforce academic vocabulary, utilize concrete models and multiple representations and actively engages her students through questioning and discussion. She works to ensure her students develop a problem solving mentality, strong reading comprehension, and test-taking strategies. Additionally, Steffanie is proficient with TI graphing calculator technology. She promotes a growth mindset and fosters a supportive environment. It is important to Steffanie that her students believe that they can be good in Math. She also supports students build study skills, organization and time-management. Every student requires a customized approach, Steffanie’s approach to meeting students where they are to support them towards their goals

Brian has been working in the field of education for most of his life. From the 10 years leading informal activities in the Jewish youth movement, Habonim Dror, to 11 years of formal math teaching experience, he has worked with youth aged 9-18 years old in a variety of settings between Philadelphia and New York. He earned his Bachelor's in Urban Studies and Master's in Secondary Mathematics Education degree from the University of Pennsylvania. He has also worked in private tutoring settings for the past four years and with students from grades 5-12. Currently, he is a math and computer science teacher at a Brooklyn public high school.

Brian believes every student can learn and his main objective is to ensure students feel comfortable and safe while trying new things, making mistakes, and learning at every step of the process. He works in mainly ICT (integrated co-teaching) classrooms and has experience teaching students with varied learning and emotional needs, including ADD/ADHD, executive function disorders, limited English proficiency, oppositional defiance disorder, dyslexia, dysgraphia, and psychological disorders. Specific math topics in which he specializes include basic numeracy, arithmetic, algebra (I and II), geometry, precalculus, calculus, and statistics. Additional topics include executive functioning, organization, and mindfulness. In his spare time, Brian is deeply involved in the Jewish communities of Park Slope and Prospect Heights. He reads novels and non-fiction on a variety of subjects and tries to travel as much as he can (40 countries and counting).

Daniel has a master's in mathematics education from Bard College. He received a Bachelor of Science degree in mathematics from the University of Rochester.

He is currently pursuing a Master’s degree in Data Science from The Graduate Center of the City University of New York. For seven years, Daniel taught math to high school students and adult learners. He teaches Algebra, Geometry, Algebra II, Statistics, Calculus, and Computer Programming. He also tutors students to prepare for all NYS Math Regents, PSAT, SAT, and GRE exams. In addition, he works with students to develop literacy and research skills. In all subjects, he believes it’s important to develop conceptual fluency, as well as procedural. Daniel also has extensive experience working with English Language Learners and students with disabilities including developmental delays, ADHD, ADD, anxiety, dyslexia, dyscalculia, oppositional defiant disorder, and challenges with executive functioning. Overall, he works in partnership with students to build their confidence and self-sufficiency.

Alissa has a Master’s degree in Adolescent Special Education from Pace University and a Bachelor’s degree in Biology with a minor in English Language Arts from St. Francis College. She is a currently teaching for the NYC Department of Education supporting students who have learning differences with their academic studies and preparation for the TASC exam, previously known as the GED/high school equivalency exam. For over 12 years, Alissa has been working with special needs students in both inclusion and co-teaching settings. She has experience with students who have ADHD/ADD and executive functioning, reading disorders, dyslexia, dysgraphia, math disorders, dyscalculia, Autism, and other learning disabilities. Alissa has experience as a curriculum writer for the science department revising both the Living Environment and Earth Science courses to fit the needs of the district’s student population. She also facilitated Math and English Language Arts (ELA) professional development workshops for special education teachers. Alissa teaches and tutors middle and high school students in all levels of Math, the Sciences, Social Studies, and ELA. She teaches test-taking strategies and prepares students for NYS exams at the middle and high school level. Alissa has worked with after-school organizations to tutor students for Regents based exams as well as SAT preparation. Based on individual student’s needs, she uses a variety of hands-on and inquiry-based learning, multi-sensory methods, multi-media, manipulatives, and critical thinking activities for engaging students in content and skill building. Alissa enjoys bridging the classroom to the real world and encouraging life long learning and confidence in her students.

Gillian is a learning specialist with extensive experience working with students with emotional disabilities, ADHD, Autism, speech and language disorders, intellectual disabilities, and specific learning disabilities. She received a Master's Degree in Special Education from Queens College, City University of New York where she studied moderate disabilities and a Bachelor's Degree in Education with a focus in mathematics from the State University of New York at New Paltz. At SUNY, she played Division 3 softball for the New Paltz Hawks entering the SUNYAC Championship in 2010 and ranked one of the top 10 pitchers of Long Island with All County and All Conference awards.

Gillian has been working as a Special Education math teacher for the New York City Department of Education for the past 4 years. At her school, She was elected by her colleagues and administrators to work as the IEP Liaison. She works with teachers on improving their IEP writing and differentiating their instructional objectives in the classroom to best fit the needs of individual students. Gillian currently teaches math to middle school students, grades 5 to 8, including algebra, geometry, statistics, probability, functions, equations, and proportional relationships. In addition, she teaches the Saturday Academy at her school and prepares students for their NYS Math Assessment. She also runs the Homework Help in the mornings to assist students of all grades and in all subject areas. Students receive 1:1 explicit instruction for 30 minutes to help them with any subject or assignment they are struggling with. As a tutor, Gillian also tutors elementary subject areas including English Language Arts, Science, Social Studies, and of course, Math.

Gillian is passionate about what she does. As an educator, her biggest goal is to help students with disabilities realize that they too can pursue their dreams just like everyone else. She prepares her students for adulthood both academically and socially, and helps them build confidence and self sufficiency.

Caitlin is a New York State licensed special education teacher (grades 1- 6) and teaches middle school students at NYC Department of Education. Caitlin teaches Math in an Integrated Co-teaching (ICT) classroom for grades 6 8 as well as in a Self-Contained (12:1:1) classroom for grades 6 & 7. She also has experience teaching 6th grade science. Recently, Caitlin just went through the Algebra for All training that prepares students to take the Algebra regents in 8th grade. Caitlin has a Bachelor's degree in Special Education from the University of Arizona and a M.S. in Education with a degree to Teach English to Speakers of Other Languages (TESOL) from Queens College.

Caitlin has experience teaching students with varied learning and emotional needs, including ADD/ADHD, Autism, Emotional Disturbance, Dyslexia, Speech-Language disorders and students with limited English proficiency. As a tutor, Caitlin supports elementary and middle school students with their math skills and also works with 8th and 9th graders with Algebra. She prepares all students for the NYS math exams.

Caitlin implements differentiated teaching strategies from a variety of curriculum that allows each learner to have positive outcomes. She understands that every learner is unique and believes all students are capable of success.

Maria, M.S. Ed., Ed. M. is currently a Learning Specialist at a New York City independent school. She received her B.A. in Sociology from Mount Holyoke College. After college, she received a New York City Teaching Fellowship, which allowed her to become a certified teacher while simultaneously earning her Master’s degree in Bilingual, Childhood, and Special Education. Maria earned a Master’s degree in Language and Literacy from Harvard, after realizing she needed the skills to give her students the gift of literacy. She has been working in the field of education in the past decade – as a researcher, learning specialist, private tutor, and educational consultant. In her career, Maria has been involved in a variety of research projects and presented at conferences on topics having to do with trauma-informed teaching, bilingualism, and dyslexia. Maria is a practitioner of structured literacy who provides multisensory tutoring across different subject areas. She tutors academic subjects to middle and high school students including ELA (3-Adult); Science (3-12); Math (3-9); History (3-Adult); Spanish (K-Adult); and French (K-12) She also has vast experience and a track record of success in preparing students for the 3rd to 8th grade state tests and ISEE, SSAT, and SHSAT exams. As a learning specialist, Maria's primary goal is always to find out what students strengths and weaknesses are, in order to develop a plan that makes the most sense for each individual student. Maria enjoys working with students of all ages and specializes in test preparation for all students, with a keen focus on test preparation skills for diverse learners.

After receiving her MBA in Human Resources, Carly knew she had to follow her passion for teaching students. She completed her Masters Degree at New York University in Childhood Education and has since taught at PS9 on The Upper West Side. She has had the privilege of working in general education, integrated co-teaching (ICT), and gifted and talented classrooms, collaborating with co-teachers, special education teachers, parents, the assessment team, and paraprofessionals to provide a diverse group of students with access to and success with the curriculum. She teaches English Language Learners and students with a variety of needs including: Speech and Language Impairments, Dyslexia, Learning Disabilities, ADHD, and Autism Spectrum Disorder. While at PS 9, she has also become certified in the Orton Gillingham Multisensory Approach of reading and writing instruction.

Carly provides tutoring and support for students in grades k to 8 in reading, writing, English Language Arts, and Math. She specializes in literacy support for struggling readers. She uses multiple systems including Orton Gillingham, Fountas and Pinnell, Words their Way, and a Teacher's College approach to learning. After strengthening a child's ability to decode words, she focuses on deeper comprehension of texts. She teaches both reading and writing skills through a combination of multi-sensory games, repetition, and sequential learning.

Carly takes a hands-on approach to teaching math, making sure the student remains engaged while learning the foundations. She incorporates EngageNY, Everyday Mathematics, TERC Investigations, number talks, and cognitively guided instruction (CGI) to develop an enriched math curriculum that provides entry points and extensions to all students. Along with test-prep strategies, she also serves as an intervention specialist, breaking down difficult concepts to make them easier for students to grasp. Carly tutors both pre-Algebra and Algebra.

Carly provides students K to 8 with strategies and skills for studying, test taking, active listening, note-taking, and memorization. She coaches students who need help with executive functioning skills including planning, organizing, time management across academics. Carly is also experienced in preparing students for the NYS ELA and math exams.

For all her students, Carly does an initial assessment and then develops a comprehensive, personalized and effective plan.

With a Postgraduate Diploma in Learning Support and Special Educational Needs and a Postgraduate Diploma in Education from Trinity College, Dublin, Ireland, Stephen worked for eight years as a special educator for a middle/high school in Dublin, Ireland. He taught one-on-one and with groups music to students aged twelve to eighteen years of age. Stephen then relocated to New York City and has spent the last four years working with elementary age students (K through 5) teaching ELA, reading, writing, math, science, social studies, and executive functioning skills in a therapeutic setting. He also has co-lead individual sessions, social skills, and playgroups with clinicians and psychologists. During this time, he also acted as a home tutor to students who were unable to attend school for differing reasons such as anxiety, and serious health impairments. He currently tutors to all learners. Stephen believes that through academic attainment, whatever that may look like, students will enhance social-emotional goals such as increased self-esteem, among others. Stephen’s secret ingredient is his passion for music. Stephen strives to promote student independence by creating an empowering strength-based, academic learning environment. For him, there is nothing more satisfying than helping students grow in confidence, whether it be academic, social/emotional, or otherwise to reach their full potential.

Miles graduated cum laude from Harvard College with a degree in English. His poetry thesis, “The Candle is Forever Learning to Sing,” won several awards, including the David McCord Prize for unusual creative talent at Harvard College and the Lloyd McKim Garrison Prize for best poem by a Harvard undergraduate. As a senior in high school, Miles was chosen as one of five National Student Poets by the Library of Congress and traveled around the country advocating for creative writing and teaching workshops (and got to meet President Obama!).

In the course of writing everything from travel guidebooks to poetry to political campaign statements to PR copy, Miles has come to understand the drafting and editing process intimately. He was a guest instructor at the University of Iowa’s Between the Lines summer program for high school writers and has taught privately for more than two years.

As a tutor, Miles works with students grade 6 to adult and specializes in the following subjects: all genres and forms of writing, the college application process, humanities subjects (including AP tests), SAT/ACT, SSAT/ISEE/SHSAT, other standardized tests, English literature/language, study skills, and music. His application mentees have been accepted at Stanford, MIT-Sloan, University of Pittsburgh’s 8-year medical program, the London School of Economics, NYU, and the University of California Berkeley.

SONG WRITING

POETRY WRITING

CREATIVE WRITING

Patricia is a New York State licensed special education teacher for grades 7-12. She received a Bachelor of Science in Civil Engineering with a Minor in Mathematics from Manhattan College, and worked as a Civil Engineer for several years. Patricia began her teaching career at a private school teaching Chemistry (including Honors courses) and preparing students for the NYS Chemistry Regents exam. She participated in the Teaching Fellows program and began working as a special education teacher for students with varying abilities for the Department of Education. She received her Master of Arts in Secondary Special Education from Pace University. Patricia has taught a variety of subjects at the middle school and high school level and has worked with a diverse population of students in both inclusive and self-contained settings. She has worked with students with Autism Spectrum Disorder, ADD/ADHD, limited English proficiency, learning and intellectual disabilities, emotional disturbances, and speech and language processing disorders.

Patricia is skilled in working with students from 4-9th grade (including Algebra and Science). As a tutor, Patricia believes in incorporating visuals and real-world examples to make material relevant and attainable for all students. She uses collaborative activities and questioning and discussion techniques to aide in student engagement. She helps students in their organizational skills, time management, and study routines. She strongly believes in creating materials to meet the individual needs of every student.

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SPECIAL EDUCATION

Brooke is a tutor and academic coach with extensive experience working with children and adolescents. Brooke is currently pursuing her doctoral degree in Clinical Child Psychology at St. John’s University and recently received her MA at St. John’s University. Brooke graduated with a BA in psychology from the University of Pennsylvania. She is a member of the Phi Beta Kappa society.

Brooke has intensive experience providing evidence-based academic interventions with a wide range of presenting problems. She has worked in school settings as a teacher, academic tutor, and behavioral specialist. She has also worked in clinic settings working with children with ADHD, Autism, executive functioning difficulties, and emotional disorders. Brooke collaborates and consults with parents, teachers, and providers to develop individual therapeutic, behavioral and academic plans.

Brooke currently works with students on organizational and executive functioning skills, study skills, test-taking strategies, college prep (resume production, interview preparation, personal statements) as well as select academic subjects including English and math. Brooke works with children, adolescents, and young adults. She uses evidence-based, behaviorally informed techniques to set her students up for success. Brooke also uses motivational, emotion-regulation, coping, and assertiveness training as necessary.

Brooke is committed to promoting social and emotional coping skills for children. She prioritizes creating a trusting, supportive relationship with her students and using strength-based approaches.

Services:

EXECUTIVE FUNCTIONING

Mansi is a NYC independent school educator. She earned her Bachelor’s degree in Mathematics from University of Delhi and Master’s degree in Statistical Science from University College London, UK. She has ten years of tutoring experience and currently teaches middle school math at Convent of the Sacred Heart on the Upper East Side. Mansi coaches math at Prep for Prep where she assists the most promising students of color in NYC in gaining admissions into independent schools throughout the Northeast. Her previous experience includes preparing international students at the Lawrenceville School for the ISEE and SSAT Math Test. Mansi has experience in teaching upper elementary math, Pre-Algebra, and Algebra 1. She has expertise in incorporating visuals into her teaching including the Singapore Math approach. In addition, she supports students with learning disabilities including ADHD and Dyslexia as well as Executive Functioning issues using a variety of intervention strategies including explicit instruction, note-taking skills, and manipulatives. She strongly believes in the importance of developing a growth mindset as the key to mathematical success and lifelong learning.

Dara is a learning specialist, a New York State licensed Speech-Language Pathologist (holds her Certificate of Clinical Competence (CCC) from the American Speech-Language-Hearing Association), and is certified as a Teacher of Students with Speech and Language Disabilities (TSSLD). She received her Master of Science degree in Communication Disorders from Emerson College in Boston and holds a Bachelor of Science degree in Economics. Dara’s professional experiences include working in private practice and K-12 schools, including working at a middle school for five years. Currently, she is employed as a full-time speech-language therapist at a private special education high school in Manhattan. She works with students with various language-based and executive functioning challenges, such as ADD/ADHD, dysgraphia, dyslexia, reading and writing learning disabilities, and language disorders. She is trained in the Hochman Method for writing. With adolescents, she targets effective communication by addressing speaking, listening, reading, and writing by implementing evidence-based practices tailored to each individual’s needs. Her language intervention includes helping students with their grammar, vocabulary, comprehension, verbal working memory, and social-cognitive skills. Also, she intertwines executive functioning support by helping students initiate, plan, organize, and execute their reading and writing assignments.

Margaret is a hard-working, patient, and kind educator. She has had the privilege for the past 28 years teaching many ages all skill levels. Margaret has had the privilege of teaching a variety of students and being a school administrator. She tutored students from elementary through adults, was an adjunct instructor at Union County College and Brookdale Community College, respectively, and taught adult GED courses, fundamental skills, and English as a Second Language. Also, she prepped students for the SAT, ACT, Regents, and Praxis tests.

With high school, college, and post-graduate students, she has focused on college readiness, workplace readiness, and financial literacy. For the past year, she initiated an internship program for high school seniors to provide them a minimum of 100 hours of onsite support in their chosen field. For the past four years, she worked with student interns, exposing them to all aspects of future professional responsibilities, and culminating in a research project or business plan. She partnered with Junior Achievement of NJ. Here she provided her high school juniors and seniors the opportunity to explore future careers with field trips to colleges and local businesses and projects in financial literacy and entrepreneurship based on their interests or problem they would like to solve. This past year, she completed a three-part, fifteen credit course at Rutgers University on Supply Chain Management. When the Covid19 caused school closures in March, she transitioned her student interns to complete assignments virtually, having conference calls or Zoom meetings daily to check in on progress, answer any questions, and share concerns.

Anthony is an experienced elementary educator with 8 years of service in both private and public education. He is certified in Elementary Education (K-6) and Special Education (K-6). Anthony earned a Master of Science in Childhood Special Education from St. John’s University. He is currently pursuing an Advanced Educational Leadership Certificate to obtain his School Building Leader License.

Throughout his career he has worked with students across grade levels in both mainstream classroom settings as well as small group instructional settings. He has worked with students with diverse learning disabilities such as students with social difficulties, executive functioning and attention hyperactivity disorders, math and literacy learning issues. Teaching students to embrace the connections between math concepts and literacy strategies through increased awareness is his biggest asset. He incorporates a variety of hands-on, manipulative and activity based instructional strategies and myriad teaching methods to scaffold instruction to establish foundational skills in core subject areas. Learning is dynamic and fun and he strives to build confidence to motivate students to reach their greatest potential by building strong interpersonal relationships with his students.

His teaching style can be described as engaging, hands-on, and individualized. Anthony uses a variety of resources to meet the needs of his students such as IXL Learning, Go Math, i-Ready Assessments, to name a few. He is perceptive to the educational scaffolds needed to maintain a child’s focus and productive output through his experiences as a pod and one-on-one teacher/tutor. Developing individual educational plans based on learning style, social-emotional needs, and foundational skills are the core elements to his educational philosophy.

Anthony believes in creating a nurturing environment where students can grow and feel confident to take the next step in their learning process while developing independence.

Khalilah is a current employee of the New York City Department of Education. She has earned an M.S. in Special Education from Pace University and she is also pursuing an additional Masters Degree in Instructional Technology from Touro College. Khalilah has many years of experience working in public and private schools working with students ages 8-21. Her experience ranges from working with students with severe brain injuries to students with mild to moderate executive functioning deficits and learning disabilities.

Khalilah has tutored students 1-on-1, provided total home instruction, and taught in 8:1:1 and also 12:1:1 classroom environments. She has worked with students diagnosed with ADHD, learning disabilities, language-based disabilities, hearing and visual impairments, autism, and intellectual disabilities. Khalilah performs educational assessments and designs an individualized curriculum for students with various learning differences, including visual and language-based challenges, ADHD, executive learning differences, traumatic brain injuries, and spectrum disorders.

Khalilah’s relationship with the student and family is her first priority, and she views her work in education as a duty to the community. Khalilah believes that learning should be fun and interesting to the child. Her teaching philosophies follow the Postmodernism and Progressivism approaches to teaching. The basic tenets of these philosophies believe that the child’s interest provides motivation for all the work; believes that cooperation between the school and home is necessary to meet the natural interests and activities of the child; focuses on the creative thinking of the child, individual differences, and the teacher’s role as a guide; and, believes that instead of transferring and reproducing a steady fact in the educational process, it should be considered an invention, innovation, and change.

Khalilah is currently a mentor for the Men Teach program. This program is geared toward mentoring and encouraging men, specifically men of color, on the art and science of teaching in the public school system. She is also a member of CCER, which is an acronym for Critically Conscious Teachers Rising, which aims to change systematic inequalities in the NYC Department of Education.

Khalilah helps students master reading comprehension, writing, study skills, comprehension of math concepts, and developing math skills. She also provides assistance with students’ executive functioning skills in a manner that they are able to understand and reason in a positive way. She strongly supports elementary and middle school math and science curricula and programs, specifically Next Generation Science Standards (NGSS).

Khalilah works with students in grades K-8 and teaches English Language Arts, Math, NGSS (elementary and middle school), and assists with conversational English.

Services:

SCIENCE

Ethan, is a Harvard PhD student studying systems and synthetic biology as well as an elite private tutor. Ethan graduated (summa cum laude) from The College of William & Mary with a B.S. in Applied Mathematics and Mathematical Biology and has helped countless students improve their grades and standardized test scores.

Ethan works with middle school, high school and undergraduate students in a number of areas including standardized test prep (SAT, ACT, SSAT, ISEE, GRE, AP tests) and high school and college level STEM subjects (Mathematics, Biology, Chemistry, Computer Science, etc).

In addition to helping countless students improve their test scores and grades, Ethan is also an accomplished research scientist with multiple peer reviewed publications in the fields of synthetic biology and bioengineering.

Currently Ethan is a Ph.D. student in the Systems, Synthetic and Quantitative Biology program at Harvard University whose research focuses on methods development and synthetic biology tool design. He scored 165V/167Q on the GRE and was accepted to Ph.D. programs at Princeton, Stanford and others. During his undergraduate, Ethan led William & Mary’s International Genetically Engineered Machines (iGEM) team to numerous awards and a world 2nd place finish. His unique scientific skills and background makes him the perfect fit for students struggling in their STEM subjects, undergraduates applying to graduate programs, students looking for custom enrichment courses and prospective scientists looking for help with a science fair project or finding a lab. Outside of his scientific career Ethan has worked as a consultant in the private credit markets. In his spare time Ethan enjoys running, aquascaping and watching the Eagles on Sundays.

Maggi is a multi-certified teacher with over 20 years experience teaching students in New York City. Maggi teaches in general education classes as well as integrated co-teaching classes as the special education provider. Maggi also has over ten years experience as an English as a second language provider. In this role, she has successfully worked with a variety of learners with both language acquisition needs as well as reading deficiencies. Maggi trained in the Orton Gillingham approach to reading as well as Fundations, Leveled Literacy Instruction, and SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Word). She has worked extensively on developing her students reading comprehension while working on fluency, phonics, phonemic awareness, and sight words recognition. She believes all aspects of reading needs are addressed during literacy instruction. In addition to instruction, Maggi is experienced using both formative and summative assessments to determine next steps for her students. These assessments include TC running records, timed fluency passages, and comprehension checks. Using this comprehensive approach not only helps her keep track of her students goals, but it also increases their interest in learning literacy.

In addition to her experience in teaching literacy, Maggi is trained in Go Math (K-5), everyday math (K-3) and Exemplars (K-3).

Maggi is also a professional storyteller, writer, and actor with an improvisational children’s theater. She brings this passion and enthusiasm to her work with students. Maggi provides a safe learning environment where both student and teacher are encouraged to take risks.

LOCATION: Manhattan
TYPES OF SERVICES: Orton Gillingham, Fundations, SIPPS, Administer individual assessments in reading and writing, develop student specific learning plans, homework and organization, phonics/phonemic awareness/reading comprehension, ELA test prep, math support (K-4th grade)
EXPERTISE: working with a variety of learners, reading intervention, fluency, extra support in all content areas including organization
AGES: 5-12

Samara, also known as Sam, is licensed and tenured to teach grades 7-12 in Mathematics and Science, and she specializes in middle and high school math and science. Samara holds a Master’s Degree in Biology and a Master’s Degree in Adolescent Special Education. With over a decade of experience in both the New York City Department of Education and private instruction, Samara has taught advanced placement, honors, ICT, and general education classes. Her teaching experiences include working with students with ASD, ADD/ADHD, executive functioning difficulties, learning disabilities, Culturally Diverse Learners, students with delayed processing, selective mutism, and English Language Learners. She targets executive functioning/organizational skills, test-taking strategies, time management to facilitate learning. Since going remote due to the pandemic, Samara has been able to teach remote tips and techniques to help students navigate the world of online learning. She uses different platforms to engage students with virtual learning. She has also been part of a team of curriculum writers for the science department, the National Honor Society Coordinator, and the testing coordinator at her high school. With this comes in-depth knowledge about testing requirements and procedures for middle school and high school students. Samara regularly delivers the highest quality instruction in all academic subject areas by incorporating information retention techniques, drills, mental math capabilities, executive functioning skills, and making connections to real-world experiences. Many of her students have made significant gains due to her comprehensive approach.

Her teaching background includes, but is not limited to, NYS ELA and Math tests grades 3-8, SHSAT, ISEE, TACHS, Hunter School Exam, Scholarship Tests, NYS Regents (Algebra, Geometry, Algebra2/Trigonometry, Living Environment, Chemistry, Physics, Earth Science, Global, US History, and ELA), SAT, ACT, College Readiness Exams, College Placement Exams, AP Exams, TASC Exam, and some college-level math and science courses.

When not teaching, Samara enjoys the outdoors. She has three dogs and a toddler that enjoy walking, hiking, bike riding, digging in the dirt, and jumping in puddles. She enjoys time with her family and traveling to explore different states, cities, and countries.

Tatiana is a certified teacher with over 7 years of experience in NYC schools. She graduated with honors from the University of Notre Dame and is a Teach for America alumna. During her time as a TFA corps member, she completed a Masters in Teaching from the Relay Graduate School of Education and holds a Professional Certificate in Childhood Education (grades 1-6).

Tatiana specializes in inquiry-based learning and constructivist teaching methods. She implements Universal Design for Learning (UDL) and Visual, Auditory, Kinesthetic, and Tactile (VAKT) strategies in her lesson plans. She uses a Cognitively Guided Instruction (CGI) approach to teaching math that is rigorous and individualized to each student. Tatiana will incorporate various multi-sensory techniques, including the use of manipulatives, to develop conceptual understanding. She firmly believes that successful math instruction happens when teachers build on students innate number sense and curiosity, making math fun and accessible to all learners.

She currently works as an educational consultant for an ed-tech company specializing in virtual assessment and instruction. She coaches teachers and leaders on using data to drive instruction and best practices for effective differentiation, both in school and remotely. Prior to this, she taught 3rd-5th grade on the Upper West Side of Manhattan, then in Bed-Stuy, Brooklyn.

Tatiana has extensive experience with test prep material and is deeply familiar with New York State Standards, having had 100% of her students pass the NY State Math Test for four consecutive years, exceeding the statewide average by over 60%.

Services Pages:

FRACTION TUTORING

STRATEGIES FOR MULTIPLICATION

WORD PROBLEMS TUTORING

PLACE VALUE TUTORING

Tamara is a veteran early childhood educator with over 25 years of experience in the field. She holds an MST and MsEd from Fordham University, an MBA, and an Ed.D from Johns Hopkins University where she researched the impact adults have on children’s social/emotional development.

Tamara taught kindergarten for over 10 years, with experience in Pre-K, and first grade. She has also worked one-on-one with students from 2 to 20 years old in all areas of literacy acquisition, including phonics, phonemic awareness, writing, fluency and comprehension. She has been trained in Wilson, Fundations, Fountas and Pinnell, the Teacher’s College Reading and Writing Project, Reading Rescue and Reading Recovery and is currently the Associate Director of Professional Learning for Reading Rescue.

Tamara’s methods of instruction focus on the reading science through a multisensory approach to instruction, as well as on the fun. She prides herself on students LOVING her sessions. She works with students on not only their literacy skills, but also focusing on their self-esteem and comfort level so they are prepared to take their learning back to their classrooms. She has experience working with students with various needs including ADHD, autism, anxiety, behavior disorders, and dyslexia.

Tamara has experience working with pre-K through fifth-grade math curricula. She supports students in developing all aspects of mathematics using a multi-sensory approach. Students use real-world situations and manipulatives to not only learn the HOW of math concepts, but also the WHY. Tamara has experience working with Everyday Math, Go Math, Singapore Math, and state test prep.

In addition to literacy support, Tamara provides test prep, executive functioning skills coaching, as well as study skills.

In addition to literacy support, Tamara provides test prep, executive functioning skills coaching, as well as study skills.
LOCATION: Brooklyn: Downtown Brooklyn, Sunset Park, Bensonhurst, Bay Ridge, Dyker Heights; Manhattan: Upper West Side, Midtown West, Chelsea, The Village, Financial District; Staten Island; Bronx; New Jersey: Bergen and Hudson counties
TYPE OF SERVICES: Individualized reading instruction, test prep, executive functioning, study skills, parent consultation and coaching
EXPERTISE: Early childhood education, special education, early literacy acquisition, social/emotional development
AGES: birth through elementary school

Dwaina received her degree and certification in secondary mathematics education from Queens College in 2013. She continued her studies at Teachers College Columbia University, and earned her Masters Degree in 2015. Dwaina is a certified secondary education mathematics teacher (grades 7-12). She currently is in her eighth year of teaching and currently works at a 6-12 NYC DOE school in East New York, Brooklyn.

Dwaina has experience in a variety of classrooms, including settings with students with disabilities such as learning disabled, ADHD/ADD, autism, emotional disturbance, and speech and language impairments. Her teaching philosophy includes discover learning and cooperative engaging curriculum. She has been tutoring since 2010 and has experience with grades 4 – 12 both one on one and in small groups, and has provided test prep for the Algebra 1 Regents, Geometry Regents, Algebra 2 Regents, PSATs, and SATs. As a teacher and a tutor, she believes it is very important to provide scaffolding and individualized instruction to meet each student’s needs. She works to provide step by step help and multiple examples to enforce skills and content knowledge.

Her approach to differentiation includes multi-sensory manipulatives such as base ten blocks, algebra tiles, lab gear. She always encourages students to write out what they know and identify what they need to know, with visual aids to help organize their understanding. Models such as tables, graphs, drawings and counters are some of her favorite ways to enforce content knowledge. While her differentiation is not limited to students with math disabilities, she has had many successes with students who require additional support.

Dwaina believes all students are capable of achieving success in mathematics, regardless of prior experiences. As a student who struggled in high school mathematics, she has first hand knowledge of the benefits of a dedicated teacher and reinforced opportunities to learn.

Heather completed her M.A. and Ph.D. in Italian Literature at UCLA. She also holds a B.A. in German Literature from the University of Notre Dame and a second B.A. in French and American Literature from the Università degli Studi di Firenze in Florence, Italy. Last year she was Visiting Assistant Professor of Italian and Comparative Literature at UC Riverside and Principal Editor for the UCLA Center for Medieval and Renaissance Studies where she managed the journals Viator and Comitatus and the book series Cursor Mundi. She is currently teaching remotely for UCLA. Heather understands what professors and colleges are looking for when it comes to academic writing, and she specializes in helping students with their research papers, personal statements, and resumes. Having scored a perfect 800 on the math section of her SAT, she also enjoys helping students maximize their standardized test results.

Heather has 15 years of experience tutoring Geometry, Algebra, Literature, Academic Writing, Public Speaking and Debate, Spanish, French, Italian, and German. She is fluent in all of the aforementioned languages and has taught Italian 1-3, Intensive Italian, and German 1 at UCLA. Because Heather has a substantial amount of experience teaching remotely, she is very familiar with online teaching platforms such as Zoom, Moodle, iLearn, and Blackboard. She received her pedagogical training under the direction of Elissa Tognozzi (author of the Italian language textbook Piazza), who has ensured that all UCLA instructors are up to date with the latest methodologies and technology.

Heather has worked with students with ADHD, anxiety, depression, autism, Obsessive Compulsive Disorder, and PANDAS. She has a gentle and encouraging online presence, and it is her foremost goal to make students feel comfortable and confident in order to set them up for long-term success in their academic careers.

Chris is currently the Learning Specialist at The Lang School, a K-12 independent institution serving twice-exceptional learners, and he holds a Master of Education from Columbia University and a Master of Science in Teaching from Pace University. Chris excels in supporting and challenging children in literacy at every age and capacity, especially middle and high school.

Trained in key writing models, Chris melds the Hochman Method, Self-Regulated Strategy Development, and the Teacher’s College Writing Workshop to provide clear, structured support for resistant, reluctant, and struggling writers. Chris demystifies the writing process by guiding kids through simple, sequential steps with targeted skill practice at each interval. His students possess efficient strategies, clear planning structures, and positive self-talk for writing tasks ranging from reading comprehension short-responses to critical literary essays.

With intimate knowledge of neuropsychological evaluation processes, Chris regularly confers with evaluators and school staff to bring a team-based approach to each child’s learning goals. He personalizes instruction for children with ADD/ADHD, receptive and expressive speech vulnerabilities, dyslexia, dyscalculia, visual processing disorders, mild to severe anxiety, and executive function and working memory disorders.

As an instructional leader and expert in project-based learning, Chris presents at national conferences and leads professional development in-house and off-site. When not conspiring with students, he can be found exploring the Catskills with his two kids and failing forward at his newest passion, stone-age tool creation.

David worked for four years as an elementary school special education teacher in California. In New York, David focused on supporting individual students to succeed in school. He worked with all ages of students from elementary to teenager. He specializes in teaching literacy to students with special needs like Dyslexia, ADHD, Autism, and other learning disabilities. Success comes because David tailors his instruction to meet individual students’ needs. David has taught full general education classrooms, but his favorite practice is teaching small groups of special needs students, and individuals one-to-one. David believes that one of the key components to effective teaching is to build strong relationships based on mutual trust.

David earned his bachelor’s degree in International Relations at the University of California, Davis. He earned his general education teaching credential at Mills College in Oakland. He earned his Masters degree in Special Education at California State University, East Bay. David is trained in the Orton-Gillingham approach to literacy, guided reading, Fountas and Pinnell, Barton and Sonday systems, Do the Math, reading comprehension, Assistive Technology, Executive Function and study skills, functional behavioral assessments, as well as a variety of other instructional practices for teaching English language arts, math, and behavior. When working with students with reading disabilities, David typically builds a strong foundation in phonics using a multi-sensory approach first. Then, he will help students to expand their comprehension skills through reading, questions, and dialogue. However, every student is different. He conducts informal assessments to determine the exact needs of every student. David also supports students in writing by building skills such as handwriting, spelling, sentence structure, editing, pre-writing planning, paragraph structure, story structure, essay structure, grammar, and developing complex ideas.

Alexa received her Bachelor’s Degree and certification in Secondary Mathematics Education from SUNY Old Westbury in 2015. She later continued her studies at Queens College, where she earned her Master’s Degree in 2019. During the summer of 2020, she took courses to obtain her 5–6 mathematics extension. Alexa has her professional teaching license in Secondary Education Mathematics grades 7–12. She is in her sixth year of teaching and currently works at a 6–8 NYC DOE school in Fresh Meadows, Queens.

Alexa has experience in a variety of classrooms, including settings with students with disabilities and English language learners. She has taught math in grades 6–11 throughout her teaching career thus far. She has been tutoring on and off since 2013 in which has experience in grades 6–12. She has provided test prep for the Algebra 1 Regents, Geometry Regents, Algebra 2 Regents, and SATs.

Her teaching philosophy is as follows: make the math interesting, make the math relevant, and most importantly, make the math possible. As a teacher and a tutor, Alexa believes that every student is entitled to and deserves an equitable and equal opportunity to learn. As their teacher or tutor, she knows that it is essential that she understands and meets each of their needs all while making their activities engaging, rigorous, and enjoyable.