Galen receives rave reviews for his work with our students. He has been tutoring for us for the last several years and has become so popular that our own staff fights over his time for their children. His capacity to explain high level material in easy to understand manner is remarkable. After graduating Harvard with honors, Galen went to Wall Street and eventually opened his own investment fund. On the side, he was involved in numerous teaching volunteer activities. After leaving the Boston area due to his wife’s position at Yale, he relocated to Madison and contacted us about creating an educational non-profit. We convinced him to teach for The Learning Consultants instead and he’s been an extraordinary find for our clients.
Dan is a medical doctor who has a passion and calling for teaching. He tutored test prep for different companies in the Boston area and then we were lucky enough to have him contact us a few years ago. He runs various test prep classes for us and tutors in all math and sciences. His clients love him. His good nature and patience, as well as his outstanding communication abilities, have made him a great favorite – which is why he is usually booked.
After practicing law for more than 20 years, Donna joined The Learning Consultants due to her desire to teach and tutor. A published author on SAT prep grammar and the lead instructor at Southeastern Connecticut Chinese School’s test prep classes run by The Learning Consultants, Donna is considered one of Southeastern, CT’s top verbal tutors.
As a 2009 graduate of Wesleyan University, Carmen has twelve years of experience working in education in New York and Connecticut. He has extensive experience in tutoring students of all ages, diverse backgrounds, levels of ability, and socioeconomic status. For the past five years he has run test prep for the prestigious Summer Search NYC youth leadership program, overseeing score increases of up to 200 points for students with no prior test prep experience. His personal caseload of students had a 95% college acceptance rate. Well versed in academic test prep, Carmen has a particular love of language arts, and had edited and advised hundreds of college essays and personal statements and has himself won three state-level writing competitions in CT.
In addition to his tutoring experience, he has worked as an Arts and Music teacher in the Brooklyn school system and is a trained Professional Mentor for youth development and counseling. Carmen has three years of experience working as a college advisor and editor for college applications. He is noted by former students for his relationship building skills as well as his teaching fluency with diverse learning styles.
When he is not in the classroom, Carmen can be found in the Greek bakeries of Astoria or enjoying the outdoors along the CT shoreline. A former student of The Learning Consultants, he is excited and proud to join our team in serving students.
Born in Ukraine and raised in Upper Manhattan, Yekaterina Garmash has found her passion within the classroom and a love for student growth. Teaching in a NYC public high school for the past six years with ten years field experience throughout all the boroughs. Yekaterina has a Bachelor’s and Master’s in Mathematics from City College of New York.
Outside of the classroom, she works for iTutor providing online math tutoring across all grades (middle school to college level content) in various states. Yekaterina has also worked with Eduware as a content writer for assessment material and Department of Education on the Specialized High School Admissions Test as a content item reviewer. Yekaterina has been a sought after tutor since joining The Learning Consultants Group last year .
In addition to mathematical content, Yekaterina is certified to support and strengthen a students’ executive functions and improve their self-esteem and organizational abilities through planning and coaching with the goal of building independent learners and leaders.
Daniella is in her sixth year teaching, fifth year at Port Chester Middle School. She has been tutoring for the last eight years in Westchester County. Daniella received her Bachelors of Science in Adolescent Education in Biology from Iona College and then went back to complete her Masters of Science in Education for Special Education and Literacy. She has previously worked for a publishing company as a Product Manager for a Middle School Science curriculum and provided Professional Development for teachers across the country.
Daniella has taught Living Environment (Biology) to middle schoolers and high schoolers alike as well as Physical Science and Forensics. Daniella enjoys teaching and tutoring students to work with them to be as passionate about learning as she is. She has tutored in subjects such as English (including writing and reading), Social Studies, Math and other disciplines of science. With her Masters in Special Education and Literacy, Daniella is also able to help students organize themselves to be more successful in the classroom, as well as helping students with executive functioning and processing issues. She works with students to understand what they are reading and gives them tools to be able to discuss and explain what they have read using her knowledge in Literacy. Daniella also focuses on the organization of writing to help students become better writers. By identifying student needs, Daniella is able to help her students focus on how they can become successful writers.
She is currently enrolled at Mercy College to get certified as a Master STEM Teacher.
Theresa has been involved in education since 2001. She feels lucky to have begun her teaching career as an assistant teacher at the Stephen Gaynor School (SGS) in Manhattan. After earning an MA in Secondary Social Studies Education, Theresa taught at the high school and middle school level in NYC public schools. Eventually, Theresa returned to SGS to teach in the middle school.
As a tutor, Theresa draws on her knowledge and experience as a teacher at SGS, which is known to be a pioneer in teaching bright students with learning differences, such as dyslexia and ADHD. At SGS, Theresa learned from the best how to nurture LD students so they can grow and reach their full potential. Theresa teaches students crucial and effective strategies to apply to comprehension, notetaking, writing, and study skills. Theresa often utilizes the Hochman Method, which is the writing program used at the Windward School. This highly structured writing program is very helpful for students who struggle with writing. In addition, she works with students on time management, planning, and organization. The strategies that Theresa teaches can be applied to all subject areas.
Additionally, Theresa is passionate about advocating for LD students. Her experiences advocating for her own children who have ADHD and a reading disability have led her to volunteer as a Parent Member to assist parents when their children have been referred to the Committee on Special Education. She is also an active member of RAISE, Rye’s Special Education parent group.
She holds a BA in politics from The Catholic University of America and an MA from NYU’s Steinhardt School of Education in Secondary Social Studies Education. Theresa lives in Rye with her 3 children and their dog, Brownie.
A native of New York City and currently a long-term resident of New Canaan, Connecticut, Joseph graduated from the Bronx High School of Science and went on to earn a Bachelor of Science Degree in Aeronautical Engineering and a Masters Degree in Mathematics, both at New York University.
Aside from several years as a full time mathematics instructor at the university level, teaching courses in calculus and pre-calculus, Joseph has spent most of his career in the development of avionic software on numerous fighter aircraft programs such as the F-14 and F-16. More recently, he has accepted a position as an adjunct faculty member in the Mathematics Department of Fairfield University.
Joseph has over ten years of experience tutoring hundreds of local high school students in Fairfield County in algebra, geometry, pre-calculus, and calculus. He has also helped many middle and high school students prepare for standardized tests such as the AP, SAT, ACT, PSAT, SSAT, and ISEE. Joseph enjoys helping struggling students turn frustrating, even frightening, math experiences into success stories. He enjoys encouraging and challenging them to overcome fear and despair and watching them replace negative attitudes with new-found confidence. Joseph also finds great satisfaction in helping talented students do even better.
I’ve always loved learning. I’ve taught a wide variety of students in both academic and non-academic settings, all the way from fifth-graders to working adults. What I’ve most prided myself on is my ability to motivate my students, regardless of the hesitation or even resistance with which they approached the classroom. For the last ten or so years in particular, I’ve been working with students who have difficulty in a traditional classroom, with many different challenges, from physical disabilities to psychological struggles to simple alienation from the system for a variety of reasons. This has usually been one-on-one settings, though sometimes in small classes. I have found that getting students to succeed academically in this situation to be the most rewarding activity of my career. The subjects I teach are primarily English and history, though I’ve also taught philosophy, religion, economics, and psychology — which is a pretty good reflection of my intellectual interests.
Aside from academic teaching, I also tutor standardized test prep. I’ve always had an innate talent for doing well on standardized tests, my greatest accomplishment in the field being an 800+ (never knew about the “+” until then) on the Verbal section of the GRE when I was applying to grad school. I’ve been helping students with the AP’s, SAT subject tests, SAT, ACT, ISEE, SSAT, and GRE for decades, and was originally trained by the Kaplan organization. My teaching emphasizes that these tests have a specific purpose, and I teach with that purpose in mind. To get their best score, students have to understand that these tests are an attempt to measure their potential for success in college (or secondary school, as the case may be). Hence, while when necessary I teach all the academic material they will need, the focus of my course is to enable students to fully reach their highest potential scores.
Aside from the basic skills that need to be taught to every student, I will add any techniques necessary for the specific needs of each individual. My years of experience in teaching English in a one-on-one setting to students in grades seven through twelve, many of whom had special needs of various sorts, have given me a particular sensitivity to adapting to different modes of learning.
Aside from teaching at the high school and middle school level, I have taught composition and creative writing at the college level. I have also taught professional development classes, and worked in business communication, professional course development, and marketing. I have a BA in English from SUNY, and an MFA in Creative Writing from the University of Florida, and also completed the coursework for a Ph.D. in English.
I am currently a Lower School Teacher at The Southport School. (I was a teacher’s associate at Greens Farms Academy before this year.) I graduated from Saint Joseph’s University in 2016 with a double major in Elementary Education and Special Education. I then furthered my education and got my Masters in Special Education from Saint Joseph’s University. Throughout my studies and experience, I saw the need and importance for teaching reading in a multisensory and systematic way in order to reach students at all levels. This led me to getting certified in the Wilson Reading Program and becoming a Wilson Dyslexia Practitioner. I am currently getting certified in the Orton-Gillingham Classroom Educator Level, as well as Orton-Gillingham Associates Level. I have experience with teaching students with Specific Learning Disabilities, such as Dyslexia, Dyscalculia, Dysgraphia, Oral/Written Language Disorder and Specific Reading Comprehension Deficits, ADHD and ADD.
Lindsey Furnary adheres firmly to the belief that great minds do not think alike and cherishes the opportunity to create a portrait of her students’ needs by studying their learning preferences, personality, temperament and interests. A graduate of St. Lawrence University and native Vermonter, Lindsey identified her passion for facilitating the “a-ha moment” for her students a very early age when she would teach her stuffed animals to read and write. Many years later, Lindsey studied Childhood General Education at Bank Street College of Education, where she developed a deep understanding of child development and cultivated her proficiency with instructional strategies that meet the needs of diverse learners. Lindsey began her work in the classroom at Brunswick School in Greenwich, CT and then until recently, was a homeroom teacher in the Lower and Middle divisions at the Allen-Stevenson School in Manhattan. Lindsey has honed her practice by pursuing numerous professional development opportunities at the Windward Teacher Training Institute, Dana Hall Summer Math Institute and Writer’s Workshop at Columbia University.
Lindsey works with students during the elementary and middle years to help them gain mastery of foundational skills across all academic disciplines. Lindsey especially loves to create individualized instruction in the areas of reading and writing, and also specializes in supporting her students in developing organizational habits that enable them to feel confident and self-reliant.
Having taught at boys’ schools, Lindsey relates quite well to students who prefer to be in constant motion. When she is not playing with her baby daughter, Charlotte, Lindsey can be found training for marathons or on her yoga mat.
Lizzie graduated Magna Cum Laude from Williams College with a B.A. in Comparative Literature and Latin Language. She has been teaching and tutoring regularly for over six years, instructing students in subjects ranging from French and Latin to essay writing and test prep. An avid traveler, Elizabeth has lived in India, where she taught 11th and 12th grade English Language and Literature (with a focus on Shakespeare’s Macbeth) at a school for underprivileged children, France, where she studied a rigorous, immersive French curriculum at the Institut International D’Études Françaises in Strasbourg and taught conversational English to French families, and the Philippines, where she worked as a journalist and women’s health activist in Manila. Since moving to New York, Lizzie has tutored writing, test prep, Latin (her first love) and several other subjects while pursuing a career in the performing arts. With warmth, patience, and genuine belief in the potential of each of her students, Lizzie encourages her students to connect with their work while arming them with the skills necessary to meet their goals.
Brett is the Lower School Science Coordinator at Brunswick School in Greenwich, Connecticut. He oversees and implements the science curriculum for Pre-Kindergarten through Fourth Grade students. He has attended the annual National Science Teachers Association Conference three times. Additionally, Brett serves as the Student Council Faculty Advisor at Brunswick.
Prior to teaching science, Brett taught first grade, fourth grade, and self-contained third through fifth-grade students. As an undergraduate, Brett majored in American Studies and Elementary Education at Manhattanville College. He earned his Mater’s of Professional Studies from Manhattanville in Special Education and Literacy. He is a New York State certified teacher for grades 1-6. Brett is also a member of the Brunswick Trust Character and Leadership Program. He completed training at the Garden Carney Leadership Institute, where he earned a certificate from The Graduate School of Education of the University of Pennsylvania.
Brett coaches the Freshmen basketball team, as well as the Junior Varsity baseball team. He works with students of all ages in a variety of academic and study skills. Finally, he enjoys the opportunity to work one-on-one with students to prepare them for academic success in the classroom.
Margaret’s background includes attending a technical high school where she participated in a three year engineering program. Through this program, Margaret found that she enjoyed helping her classmates with the advanced math they were learning. After graduating high school, she attended H.H, Lehman College where she received her Bachelor’s degree in Computer Science. Currently, Margaret is is furthering her education by working towards a Masters in Mathematics.
For twenty-five years, Margaret has been teaching fourth grade level math to pre-calculus level and has been successfully tutoring upper level mathematics since 2002 with the Greenwich Education Group, Prodigy Learning Center, and Achievement Learning Center. She has a history working with the NYCDOE and is currently working for the Archdiocese of New York. Margaret especially enjoys tutoring SSAT/SAT/SAT II Math and ACT Math and Science, as well as elementary and high school math and test prep.
Whether your child needs in-depth help or a quick review of content, Margaret is eager to help. She prides herself on her ability to help students achieve their academic goals.
A lifelong native of Rye, Peter graduated from Rye High School in 2000. After receiving a football scholarship, he attended Marist College and graduated in 2004 with a Bachelor of Arts in Early Childhood Education and Special Education. He would then go on to earn his Master of Arts in Childhood Special Education from the College of New Rochelle in 2006. Upon graduating, Peter went to work as a sixth grade teacher at Port Chester Middle School in Port Chester, NY where he teaches today as a sixth grade team leader overseeing 8 teachers and 200 students. During his time at Marist, Peter student-taught at the Astor Home for Children in Rhinebeck, NY. It was during this time that Peter knew that he was setting out to do exactly what he was meant to do- to help children, no matter what their background or circumstances were, to excel academically and to believe in themselves and their abilities despite the odds against them. A natural coach, Peter takes his enthusiasm, and applies it to his coaching style as well. For several years he has coached the Port Chester Middle School modified boys soccer team and basketball team.
A natural tutor and encourager, Peter teaches students that together, they will identify and conquer any obstacles standing in that student’s way of achieving academic success. Seeing his students make progress in navigating any challenge that faces them is what makes Peter the proudest. “There simply is no better reward than a high five from a beaming, smiling kid you know worked so hard to get where he or she is. That’s what it’s all about.”
Tricia Burns is a 25-year veteran teacher who has devoted her career to meeting the needs of all students. Tricia received her Bachelor of Arts degree in Elementary Education from Pace University. She went on to complete her Master’s Program in Special Education at the College of New Rochelle. Tricia knew from a young age that her calling was teaching. She has always been able to make connections with her students and use a variety of strategies to make things “click” for them.
Over the course of her career, Tricia has worked with children in the Mamaroneck School District, Children’s Village in Dobb’s Ferry, and a private speech and language pathology center. She just began her 20th year working for the Port Chester School District. She is currently working at the Port Chester Middle School, co-teaching in a 6th grade class. There she works with adolescents with a variety of needs and learning styles. She has been successful in honing into the learning style that best suites each student. She has created individualized education plans and formed a successful working relationship with parents, related service providers and other teachers.
In her free time, Tricia enjoys spending time with her husband and two teenage daughters and two dogs at their home in Connecticut. She also loves to read, travel and relax on the beach.
Maria was born in Italy and after some time, moved to Argentina. While in Argentina, Maria attended school where she decided to learn English and French. She has always had a passion for languages so she became a teacher and an interpreter. She studied at Middlebury College and spent a year in France finishing her Master’s thesis.
Maria taught French, Italian, and Spanish in various school in Westchester NY, and Connecticut. She also taught French and Italian to executives of various companies in Buenos Aires, Argentina. Maria speaks all three languages fluently.
Maria’s other passion is theater, which has helped her immensely in her classes with her students. Doing role play to bring real life situations to classes using the language students are learning has proven to be an excellent tool to improve the use and practice of foreign language. As an avid learner she is always looking for new teaching methodologies to apply in her classes to make the learning process real and communicative!
She is proud to be able to speak four languages because it has opened many doors. Maria always tells her students that the best legacy they can have is to know more than one language because it will help them to understand other cultures and they will be enriched by the experience. Through the practice of reading, speaking, listening, and writing, students will gain and improve the knowledge of the foreign language where the main goal is to communicate and feel at ease. She enjoys seeing how much her students learn while having fun! Presently, Maria teaches French, Spanish, and Italian to middle, high school, and college students. Over the years, she has taken many valuable methodology teaching workshops, which helped her to improve and enrich her teaching experience.
Maria can customize her course to your needs. For instant tutoring, Maria can assist with basic, intermediate, and advanced grammar practice. She can also help with daily homework assignments and / or with any kind of specific assignments.
Sarah graduated Phi Beta Kappa and magna cum laude from Williams College, where she majored in Theatre and Comparative Literature, with French as her speciality language. While there, she received a grant to study turn-of-the-century cabaret, and spent a summer traveling in France and Switzerland doing research (and eating croissants). Before that, she graduated from the Horace Mann School in Riverdale – so she is personally familiar with that kind of New York City high school experience!
Sarah has been working with students consistently since returning from graduate school in London in 2016. Her tutoring speciality areas include writing, English and close reading, history, and executive functioning strategies. She especially loves working with students on crafting essays, supporting their turning a loose bunch of ideas into a well-structured, clear piece of writing. Sarah also offers general support across subject areas for middle school students. Sarah believes in relationship building as a key element of tutoring: in addition to a willingness to challenge, she brings warmth and humor to her sessions.
Outside of tutoring, Sarah works at the educational non-profit DonorsChoose.org, writes and performs around New York City, and does community organizing around racial justice work. She is also an avid cook, and can often be found roasting sweet potatoes
A member of the 2016 Dartmouth College graduating class, Timothy has over a decade of mentoring and tutoring experience throughout New England. He has worked with a range of students, both in age and in ability. Over the past five years Timothy created educational curriculum for numerous charities. While at Dartmouth he aided in the establishment of a special needs focused community center and created an academic program open to all ages and ability. Post-graduation, he consulted and taught at the First Tee of Metropolitan New York. Timothy’s addition of an environmental curriculum to the First Tee’s after-school sessions intensified the program’s rigor and heightened the student’s achievement. His academic strengths center around the subjects of English, Mathematics, and Environmental Science while also excelling at test prep. He aided numerous students with their college preparations. The students finished with elevated standardized test scores and comprehensive college essays. Parents and students laud Timothy’s enthusiasm for learning and his enjoyment of camaraderie and teamwork. He can work with students in many areas, including math, writing, executive functioning and organization, test prep and many of the sciences. Timothy’s youth enables him to relate to students. Timothy utilized the Learning Consultants to achieve admission into Dartmouth College. Timothy understands the application process for student-athletes because he underwent the recruiting process for collegiate golf. In his spare time, he competes in golf tournaments and enjoys hiking and fishing with his dog.
Sara Martell is a Pre and Lower School Learning Specialist at Ridgefield Academy, where she works closely with students, teachers, and parents. With a Master of Science in Education in Childhood Special and General Education from Bank Street College of Education, Sara is well-versed in supporting students with a variety of learning profiles. Sara is particularly passionate about teaching early literacy skills and working with struggling readers. She has been trained in Orton-Gillingham, Preventing Academic Failure, and Wilson Foundations. She has successfully implemented multisensory instruction in whole class, small group, and one-on-one settings. She is also trained in Teachers College Reading and Writing Workshops. Sara has six years of teaching experience at a variety of independent schools including Ridgefield Academy, Collegiate School, and Brunswick School. She is adept at forming strong relationships with students and their families, identifying students’ strengths and goals, and designing instruction that meets students where they are and pushes them to the next level.