Our INITIAL interaction with our students will provide the framework for each of their individual learning programs. By incorporating technology into the lessons it touches the auditory, visual, and kinesthetic learner. Based on the school curriculum youth that attend the session will gather from grade level 1-3, 4-6, 7-8 ensuring smaller groups and their educational goals for those levels are met.

Mini lessons will be conducted at the beginning of each class to evaluate the students’ progress and work toward their individual learning styles. From this point forward our tutoring session is built and reflective of our students interests so that we are creating an engaging environment that fosters growth.

Our sessions will have a stronger emphasis on mathematical and linguistic skills always guiding students to achieve greater levels of comprehension and inquiry. Our goal is for students to academically educate and challenge themselves acquiring new skills and algorithms of thinking. The students will have an opportunity to also complete homework and other assignments in all subject areas.

To end each session, instructors will take the time to evaluate the progress of the day and make notes based on the students development as well as their own. As there is always room for growth it is essential to reflect on where students may need the extra guidance and what methods will be successful for them.

MajorEd believes in an inclusive learning environment where no student is left behind. We will provide one-on-one assistance for students and ensure those students who are English Language Learners or who have an individual education plan have their specific needs addressed and provide proper guidance and instruction.


* We provide an open, challenging environment that is also fun and rewarding for all those involved
* We respect the uniqueness of each student’s learning process
* We challenge and foster inquiry type learning
* We are committed to building self confidence
* We believe in providing alternative resources and sources
* We deeply respect the confidentiality of our students and their families


All of our instructors are REGISTERED and CERTIFIED with the ONTARIO COLLEGE OF TEACHERS. Their role is not only to be a tutor, but a LEARNING COACH in all areas of students academic needs. As the field of education continues to grow and evolve we encourage our instructors to continue to learn and grow as well to provide the utmost support for our student.

This is one of the greatest benefits for many students. In today’s large classrooms, children who are struggling or who are quiet can get lost in the crowd. In a tutoring session, with just the tutor and maybe only a handful of peers, a child will open up and ask questions that they wouldn’t have during formal class time.

Peer tutoring is a great way for children to learn. When a tutor is holding sessions with three to five students, they can help each other. It also helps children to know that there are others who need the same type of help. They don’t feel like they are alone. Success can breed success–as one child progresses, the others are more motivated to do so.

The tutoring environment lends itself to ease of instruction. It can take place in a classroom or at a kitchen table. The more intimate, less threatening atmosphere will immediately make the child feel more comfortable. If the tutoring takes place at the child’s home, this will also add to the comfort level. For children who are struggling academically, the surroundings are important because they can make the child feel less pressure.

Efficient tutoring, based on the child’s needs with input from teachers, will lead to better performance in school, in daily work as well as tests. This is the end goal of tutoring, but does not necessarily mean that the process should stop once a child receives a passing mark. A child who has improved grades may still need remediation, even if just a few days a week. Some children will need the extra help often and throughout their school career. This is one of the best things about a good tutoring program–it grows with the student and continues to meet their changing needs.

If the classroom teacher is the tutor, they can better identify learning problems because of the face-to-face interaction. If a child is not responsive in class, there could be many reasons. When a teacher has time to talk to students on an individual basis, these reasons can be explored. Many times, there is an academic problem that the teacher can then address.

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