Award-Winning Executive Functioning Tutors
serving Philadelphia, PA

I hold a Master's degree from the University of Pennsylvania in developmental psychology (with a focus on cognition) and a B.A. from Swarthmore College in theatre and English. I enjoy working with students who are looking to improve their executive function skills as a part of their overall goals for tutoring because I believe in a whole-self approach to time management and skill building. I also thoroughly enjoy tutoring in English literature, high school and college writing, organizational skills, and standardized testing. I've spent 15 years teaching high school English, public speaking, and written expression at elite independent schools, while moonlighting as a public speaking coach. My professional experience includes providing speechwriting and coaching for a now-US Senator during his first congressional campaign. Prior to becoming a teacher, I worked as a director for multiple professional theaters, and my passions for English and Theatre converge in a deep love of Shakespeare. I love to talk about literature and dissect its craft in writing, and I believe everyone can write strong essays with the right coaching and framework.

Claire teaches concrete systems — color-coded planners, task-chunking methods, priority matrices — rather than vague advice about "staying organized." Her background across a wide range of academic subjects means she can tailor these executive functioning strategies to whatever coursework a student is actually struggling to manage, from essay deadlines to exam prep schedules.

Balancing a double major in psychology and biology while preparing for medical school forced Karim to build real systems for task prioritization, time blocking, and breaking long-term projects into manageable steps. He teaches those same strategies — planning backwards from deadlines, organizing materials, and self-monitoring progress — so students can manage their own workloads independently.

Candice's Fulbright teaching experience in Taiwan and her years as a classroom aide and afterschool mentor gave her constant practice recognizing when a student's real obstacle isn't the content but the inability to start, sequence, or sustain a task independently. She weaves executive functioning strategies — like breaking a writing assignment into discrete stages or building a nightly homework launch routine — directly into the English and literacy work she already does with students. That integrated approach means kids practice planning and self-monitoring on real schoolwork, not hypothetical scenarios.

Planning a multi-step assignment, managing time across subjects, keeping materials organized — these are skills most schools expect but rarely teach explicitly. Charles's counseling psychology training gives him concrete strategies for building these executive functioning habits, from using visual task breakdowns to teaching students how to self-monitor their own focus and prioritize effectively.

As a dedicated tutor with over 5 years of experience, I hold a Bachelor's degree in Psychology and Sociology from Tulane University, which informs my approach to understanding student needs. I specialize in subjects such as Algebra, Psychology, and American History, and I am passionate about fostering a supportive learning environment where students can thrive. My teaching philosophy centers on building strong relationships with my students, using tailored strategies that cater to their unique learning styles. I find great joy in helping students develop their executive functioning skills and confidence, enabling them to achieve academic success. Outside of tutoring, I enjoy reading and exploring new educational resources, which keeps my methods fresh and engaging.

Rosie's graduate work in healthcare and her undergraduate finance training both demanded juggling complex, multi-step processes under tight deadlines — skills she now unpacks for students who struggle with planning, time management, and task initiation. She teaches across a wide range of subjects, from math to essay writing, which means she can embed executive functioning strategies directly into the academic work a student is already doing rather than treating them as separate lessons. That cross-subject perspective lets her spot where organizational breakdowns are actually happening and build practical routines around those specific friction points.

Allison's Master's in Education from George Washington University centered on instructional design — figuring out why information doesn't stick and restructuring the process so it does, which is essentially what executive functioning coaching requires. She applies that design thinking to help a student reverse-engineer a stalled essay or a missed deadline, identifying whether the breakdown was in task initiation, time estimation, or material organization, then building a repeatable system around it. Her broad teaching range across writing, math, and test prep means those systems get tested against real coursework, not hypothetical scenarios.

Planning, prioritizing, managing time, shifting between tasks — these are the invisible skills that school demands but rarely teaches outright. Elise breaks executive functioning into concrete, practicable habits: using checklists to start assignments, setting timers to maintain focus, and building routines for organizing materials. Her special education training means she understands the neurological side of these challenges, not just the behavioral one.

Planning, prioritizing, starting tasks, managing time — executive functioning skills don't come naturally to every student, and they're rarely taught explicitly in school. Hannah's Special Education program at Purdue trained her in scaffolding these skills through structured routines, visual organizers, and self-regulation strategies. She builds systems that students internalize gradually rather than depend on forever.

I currently work for an afterschool enrichment program (Best Brains) tutoring elementary English and math, and I have 4+ years of experience as a private ESL tutor for both children and adults. I am working toward my Masters of Science in Secondary English Education and ESL at the University of Wisconsin- Madison. I graduated from the University of Oregon with a Bachelor of Arts in Comparative World Literature and Japanese, and from the University of Wisconsin-Madison with a Master of Arts in Japanese Language and Literature. I began tutoring while I was in high school, assisting with algebra homework. In college, I volunteered as a kindergarten reading assistant through a program called Start Making a Reader Today. I later volunteered while in graduate school at a local high school tutoring students in beginner Japanese. I have also been employed by the University of Wisconsin as a Teaching Assistant, and taught in Religious Studies and East Asian Studies. In all cases, it has been a pleasure watching students progress in their academics and to see them grow as young scholars. I especially enjoy teaching language arts because of the feeling of connection that language can bring. My favorite part of teaching is seeing the smiling face of someone the moment that they finally "get" something they've been struggling with and watching their confidence boost. In my free time, I host a small book club, pen pal with friends around the world, and try my hand at new recipes.

Planning, prioritizing, and managing time across multiple commitments is something Sydny had to master while juggling three undergraduate majors and medical school preparation. She breaks executive functioning into specific, practicable skills — task initiation, deadline mapping, and self-monitoring — so students build routines that work independently of a tutor's reminders.

Breaking a semester's worth of assignments into weekly action plans, prioritizing tasks by deadline weight, and building consistent study routines — these are the executive functioning skills Luis teaches through hands-on practice rather than abstract advice. His experience mentoring students across math, science, and business means he adapts organizational strategies to whatever coursework a student is actually juggling.

Jamie's Master's in Special Education gave her direct training in breaking executive functioning into teachable skills — things like planning multi-step assignments, managing time with visual schedules, and self-monitoring progress without constant prompting. She builds these strategies into real schoolwork so students practice organization and task initiation where it actually matters, not in isolation.