Dr. Julia, PhD, is currently a full-time psychologist at The Westchester School for Special Children, which serves students ages 3-21 with a wide variety of physical, intellectual, and psychological disabilities. Julia recently earned her PhD in School Psychology from Fordham University and completed a M.S.Ed program at Fordham in 2015. She has worked with students of all ages and in many different settings, from running an after-school program in low income neighborhoods in Providence, RI with local youth, to working as a teaching assistant in special education classrooms for a number of years while earning her PhD. As a tutor and academic coach, she has worked one-on-one with middle school, high school, and college students to develop independence in study skills as well as academic confidence, focusing on students who have issues with anxiety, executive functioning difficulties, learning disabilities, and attention issues. Within those experiences, Julia has gained comprehensive training in assessment, academic intervention, and effective treatments. She believes in a whole-child learning approach and seeks to understand the many factors that bolster or hinder student achievement.
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.
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.
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.
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.
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.
Caitlyn has been a special education teacher in a NYC public high school for 6 years. She now supports students from the 2nd to 12th grade as a learning specialist and executive function coach. Caitlyn has worked in both an inclusive setting and one on one with students with learning disabilities, ADHD, OCD, speech and language impairments, emotional disturbances and ASD. Caitlyn has taught reading, writing, algebra, geometry and living environment. She has also taught a writing workshop for three years focusing on genre practice and the writing process. Throughout her time as an educator she has learned best practices for teaching self-regulation, reading comprehension strategies, executive functioning skills and writing through genre practice. She has taught Common Core Algebra Regents prep for 4 consecutive summers and raised students exam scores by an average of 10 points. She has served as assessment lead and special education lead at her school and utilizes this expertise as a learning specialist. She infuses formative and summative assessments into her instruction in order to empower students to analyze their progress and evaluate their strategy use. She also utilizes manipulatives, graphic organizers, repetition, and visual, auditory and kinesthetic learning opportunities when applicable. Caitlyn holds a Bachelor's degree in English and Secondary Education from The College of New Jersey and a Masters in Students with Disabilities from Touro College. As a learning specialist, Caitlyn helps students to be purposeful in their learning, to understand other perspectives, and to approach challenges with confidence and a growth mindset.
Edwouine is an experienced educator and counselor with over 20 years combined experience in the education and counseling fields. Currently, Edwouine is a Special Education Teacher in the New York City public schools and has enjoyed this role over the past five years. In addition, for the past three years, she has worked for the Queens Transitional Center where she primarily educates students with developmental disabilities.
Over the years, Edwouine s has worked with students who present with Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorders, speech-language delays, and learning differences in reading and writing. She has tutored students of all ages, from early school age to early adulthood. She has also worked with preschool through high school age students and their families providing interventions and support for students presenting with learning differences, ADHD, anxiety, and Autism Spectrum Disorder. Edwouine specializes in providing individualized instruction and interventions that are tailored to students strengths and weaknesses in executive functioning, reading, and writing to support their academic growth and success.
Edwouine received a Bachelor of Arts in Human Relations with a minor in Psychology from Pace University, a Master's in Counseling from Long Island University and a Master's Degree in Special Education from St. John's University where she received focused training in the assessment, diagnosis, and treatment of psychological and developmental disorders in children. She is also an Applied Behavior Analysis (ABA) Therapist and a member of Kappa Delta Pi, an International Honor Society in Education.
Victoria is a New York City public school teacher with eight years of classroom experience teaching middle and high school English Language Arts (ELA). She received her BFA in Film, Television, and Radio Production from New York Institute of Technology, and her Master’s degree in Adolescent Education in English Language Arts from St. John's University. Victoria is a Peer Collaborative Teacher leader, and the head of the eighth grade ELA department at her school. She has experience working with special education students in an inclusion setting, as well as general education and advanced placement students. She has both classroom and tutoring experience with students with autism, ADHD, dyslexia, emotional disturbance, and speech disorders. She has experience teaching reading from K-8, and uses the FUNdations program to develop phonics and sight words in early readers. Victoria is an expert in New York State Common Core learning standards and is experienced in teaching reading comprehension, writing skills, and test-taking strategies. She also teaches study skills and can provide homework help in English Language Arts, social studies, science, and elementary math. She has provided very successful test prep for the NYS English Language Arts test (all grades), the English Regents, AP English exams, social studies, and science Regents, the Specialized High School Test (SHSAT), the ACT, and the SAT. Victoria has a creative background that allows her to bring a unique eye to all academic endeavors and struggles her students may face
Felicia is a Clinical Psychology Ph.D. Candidate at Long Island University, Brooklyn. She received her M.A. from Columbia University Teachers College and B.A. from Rutgers University. She has been working in a therapeutic capacity with children, adolescents, and adults for over six years. She teaches undergraduate psychology courses at Long Island University and taught an executive functioning skills course at the Fountain House College Re-Entry Program. Her clinical experience treating ADHD, anxiety, depression, and PTSD informs her open-minded teaching style. She trained at Mount Sinai Division for ADHD, Learning Disabilities and Related Disorders to treat a range of executive functioning difficulties. She is available for tutoring as well as executive function coaching for individuals of all ages. She tutors in English Language Arts, Social Studies, History, Psychology and French Language through 12th grade as well as college-level writing, test-taking, and research skills. Felicia is passionate about working collaboratively with students to help them build upon their strengths and develop individualized strategies to overcome challenges.
Olga is a Ph.D. candidate in Clinical Psychology (child track) at St. John's University, where she also received her M.A. in Psychology. She earned her Bachelor of Arts degree in Psychology, with a minor in English, from Hunter College, CUNY. Currently, Olga provides psychotherapy and conducts psychological and psychoeducational assessments at St. John's University and New York-Presbyterian/Weill Cornell, and works with children, adolescents, and adults with a variety of diagnoses including ADHD, OCD, Anxiety, Depression, Autism Spectrum Disorder, Tourette's Syndrome, and learning and executive functioning difficulties.
Olga has been tutoring students of all ages with learning differences for 10 years. She provides support for elementary, middle and high school students, college students, and adults in reading comprehension, writing, study skills, test-taking strategies along with their studies in English Language Arts, Social Studies and American History. She tutors elementary students in science and mathematics (up to 5th grade).Olga is also an executive functioning skills coach for students all ages, with and without ADHD. She helps with organizational systems, time management, and planning strategies for academic studies and daily life activities.
Olga also has experience working with adolescents during times of transition (changing schools, applying to and starting college, etc.) and works with college students and adults in supporting occupational functioning (job and internship applications, interviewing skills, skills of daily living). She tailors and customizes evidence-based approaches for each session based on a thorough understanding of each person s areas of strengths and needs. Olga's goal is to equip individuals with the tools and strategies they need to be successful, independent learners with a sense of self-efficacy, and to make the learning process fun, engaging and enjoyable.
Giulia, M.A., is a Ph.D. Candidate in Clinical Psychology (Health Emphasis), with a focus in Neuropsychology at Ferkauf Graduate School of Psychology Yeshiva University. She previously received an M.A. in Psychology from New York University. She earned her Bachelor of Arts degree, with double majors in Psychology and Spanish, from Wake Forest University. Giulia is tri-lingual as she is a native Italian speaker and has advanced professional proficiency in Spanish. Giulia is currently working at Columbia University Medical Center, conducting multilingual neuropsychological assessments (English/Spanish) in both pediatric and adult populations suffering from various neuromedical disorders. She is also conducting psychoeducational assessments for elementary school and middle school children applying to private schools across NYC. She previously trained at Montefiore Medical Center, as a Leadership Education in Neurodevelopmental Disabilities fellow, conducting individual therapy sessions and psychoeducational assessments with individuals suffering from various neurodevelopmental disorders and learning disabilities. Giulia has experience working with students of various ages, teaching an undergraduate psychology recitation as well as tutoring one-on-one. While at Wake Forest, she became a certified College Reading & Learning Association tutor, tutoring students individually in psychology and foreign language courses as well as overall study skills. In addition to working with individuals with learning disabilities and ADHD, Giulia has experience working with individuals with anxiety and mood disorders as well as other executive functioning difficulties. She has extensive experience with executive functioning coaching with clients of all ages, helping address concerns with organizational skills, planning, multitasking, keeping track of deadlines, and time management. She also tutors students (elementary school to adults) in foreign languages (Italian, Spanish), study skills, and test-taking strategies. Giulia is passionate about understanding each client's specific needs, and customizing an empirically-based program utilizing the client's strengths to successfully achieve his/her goals.
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.
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.
Krystan is a licensed Special Education teacher for Grades 7-12. She has over five years’ experience in a middle school classroom as well as in an elementary school. She earned a Bachelor’s Degree in Psychology at Brooklyn College, as well as a Master’s Degree in Special Education. Krystan also holds a certification in Science. She is currently enrolled in a School Building & District Leadership Program at Touro College. Krystan is the lead Special Education teacher in her building and has worked diligently to develop a curriculum tailored to meet her students’ needs. She is familiar with IEP’s and how to develop strategies and implement modifications and accommodations to help students reach their academic goals. Krystan has experience teaching English Language Arts, Social Studies, and Biology to all middle school grades, as well as a Writing Workshop elective. Krystan has helped students in small group settings by giving students individualized attention to enhance their reading and writing skills. Krystan currently works in an Inclusive setting as well as a Self -Contained classroom. She has taught students with various Learning Disabilities, Speech/Language Impairments, ASD as well as ADD/ADHD. She has also worked with students diagnosed with various psychological disorders, executive function disorders as well as behavioral concerns. Throughout her teaching, she has learned to engage students through a multisensory approach to learning. She has had students with varied reading comprehension levels and has used techniques to help them become more fluent readers. She often uses formative and summative assessments in the classroom to monitor student progress. She has tutored students in preparation for the New York State English Language Arts Exam (grades 4-8) in a large group setting as well as one on one. Working in her schools after school program has given her the experience of assisting students to increase vocabulary, develop reading fluency and comprehension skills as well as utilize writing techniques to write at a grade-appropriate level. She utilizes techniques such as note-taking, highlighting, graphic organizers to develop writing and read for meaning. In preparation for state exams, she uses techniques such as the process of elimination, chunking the text, repetition of directions, and translating and breaking down common question types with students. She has graded the English Language Arts State Exam for the past three years for grades 6-8. She is well versed in the state rubrics and requirements for the test. Krystan often motivates students and praises them for achievements no matter how big or small. It is important for her to build students’ confidence levels and motivate them to succeed. She wants to help children feel safe and secure and create a welcoming environment where kids are more likely to take educational risks towards achieving their goals. She also wants to help students transition to work independently and advocate for themselves. She will work endlessly to ensure that her kids reach their goals and create an open line of communication with parents.
•High School and College Term Papers
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.
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.
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
Elissa is a licensed Special Educator. She has over eleven years of experience in middle school-high school classrooms teaching an array of subjects to all types of learners. She earned a B.A. in Media & Communication from SUNY at Old Westbury, a M.S. in Educational Administration and a M.S. in Early Childhood Education. She currently holds professional certifications from New York State in Early Childhood Birth -2, Early Childhood Birth- 2 Students with Disabilities, Childhood Education 1-6 and Special Education 1-6.
Elissa is currently employed as a NYS Special Education Teacher at the Antonia Pantoja Preparatory Academy in The Bronx. She is currently teaching 7th grade ELA, 7th grade science, 9th grade Global History, 9th grade Algebra 2 and 11th grade ELA. During the summer she works as a Special Education teacher at The Committee on Special Education (CSE) writing IEPs.
Elissa has experience teaching English Language Arts, Social Studies, Earth Science and Math to grades 1-12. During the course of her career she has provided instruction to Gifted and Talented students, including twice exceptional students, general education students, as well as students who have Asperger’s, ADHD/ADD, ODD and are emotionally disturbed. She incorporates a multisensory approach to learning, uses executive functioning strategies to help students become more organized, and she teaches students how to improve their study skills.
Elissa is an expert at breaking down tasks into manageable parts so that students feel successful and are able to strategize their approach to complex academic tasks, this is important for the many students with varied reading comprehension levels she encounters as an ICT teacher.
Elissa has tutored students to prepare them for the NYS ELA tests 3-8 NYS math Tests 3-8 as well as various Regents. She is the head coach for Girls on The Run a national physical activity-based positive youth development program for girls.
She is the Transition Coordinator at her school preparing students for life after graduation and linking school staff, families, community, and resource providers, in order to ensure that students have access to available services. Elissa is fluent in Spanish. She grew up in the Washington Heights area of Manhattan.
Elissa is a runner, beach lover, world traveler and The NY Yankees #1 Fan. She is intuitive, approachable, creative, nurturing has a great sense of humor and truly loves being around and helping children reach their full potential.
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.
Dusty is a teacher and artist with a Master’s Degree in Special Education in the Urban Setting from Long Island University (7-12). He has been teaching in NYC public schools at the high school level for over 7 years. As an undergrad, he studied fashion, graphic design, and photography and spent 8 years in the fashion industry before transitioning into the field of education.
Dusty’s educational specialties lie in the areas of executive functioning skills development and improvement in written and verbal expression. He has taught 9th-12th graders of various skill levels both in the classroom and in a one-on-one setting. Dusty works with students to devise both a custom organization system for their schoolwork (including digital files), as well as fine-tuning their daily schedule, making sure there is a healthy school/life balance. He finds that once these things are taken care of, students are more accessible for learning. Dusty’s goal is for his students to succeed in school while learning real-world skills that are applicable to any path they choose after graduation. With major work around goal setting and time management, all students can exceed their (and their parents’) wildest expectations.
As for written and verbal expression, Dusty utilizes the art of interview and personal inventory-taking to aid in the writing process. By helping students speak more eloquently about themselves, they are able to enter any room and feel confident about holding their own in conversations and job interviews. This process of inventory-taking teaches students to craft deeper and more meaningful personal narratives, which in turn prepares them for the hurdle of writing their college entrance essays.
Dusty is also a history buff who has taught Global and U.S. History and Government/Economics. In his classrooms, he focuses on Project Based Learning and has helped students complete fantastic projects and presentations. He has also extensively tutored students for Regents exams in both Global and U.S. History.
In addition to teaching and tutoring, Dusty is very involved with the arts community in NYC. He has written, directed, dramaturged, costumed, designed, starred in, and produced many theatrical and cinematic works. He has worked in conjunction with The Guggenheim, St. Ann’s Warehouse, Joe’s Pub, Abrons Art Center, Judson Memorial Church, Intl. Center of Photography, Parsons, Pratt Institute, Institute of Contemporary Art, La MaMa Theater, Signature Theatre, NY Live Arts, Irving Plaza, The Whitney, BAM, Town Hall, Sundance Film Festival, Edinburgh Fringe Festival, and Soho Playhouse.
Are You Looking to Hire a Writing Tutor/Coach for Your Child?
As a parent, you want to provide your child with all of the advantages. If your child doesn’t have the foundational writing skills, it can be difficult for your child to independently learn the basics for completing written homework tasks and projects. Hiring a writing coach or tutor will help your child overcome those obstacles and find the right words for all the various writing genres. A writing tutor/coach can help relieve the stress and frustration often associated with parents attempting to teach their children how to improve their writing skills. Let us take on that responsibility!
The Benefits of Hiring a Writing Tutors/Coaches
Does your child constantly put off writing tasks or get nervous or angry when they can’t initiate or produce enough well-written content? A writing coach will work with them. They will help them find ways around these obstacles. They can help your child stay organized and give them brainstorming ideas that can be used when they get into a situation where they are starting to feel overwhelmed. Writing coaches/tutors will also help them with their brainstorming, editing skills and become more proficient with grammar usage.
Taking the initiative to hire a writing tutor/coach will help your child overcome many of the most common obstacles they will face when trying to compose a quality document. Proper planning and the ability to brainstorm or come up with new ideas are two of the most important lessons they will learn when working with a writing coach. A writing coach/tutor will be able to offer your child guidance in ways that will benefit their style and personality.
One on One Instruction
One-on-one instruction allows your child to ask questions and get the pinpointed attention they need. They can work at their own pace. The writing tutor/coach can go over tasks step by step, walking them through the process so they get the most out of every session. With their guidance, your child will become more confident with their writing skills. The one-on-one instruction will also help to eliminate any fear of failure. With their help, your child will be able to gain the confidence they need to succeed.
Remote and In-Person Tutoring/Coaching
Writing coaches and tutors also offer remote and in-person sessions. Remote sessions can be held at any time. If they would rather work in-person, the tutor/coach can come to your home. They will be able to provide your student the instruction they need in an environment where they feel the most comfortable. This gives your child the freedom to get the most out of every tutoring/coaching session.
A writing coach/tutor is a great option for anyone who has trouble putting their thoughts and ideas on paper. A good writing coach/tutor will be able to help you and your child put things in perspective when it comes to creating documents that are authentic and of the highest quality. They not only help your child fine-tune their writing skills, but they also give your child the confidence you need to continually produce content that is enjoyable, informative, and good enough to raise your child’s grades and confidence.
Our Writing Specialists Work with All Ages Including College Students and Adults:
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