Award-Winning Executive Functioning Tutors
serving Scranton, 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.

I've helped several hundred students in a wide variety of subjects, from executive functioning to computer science to standardized testing. I also help students with general support in math and English. Most of my students are around 9-17, but I work well with students who are older and a little younger as well. I also work very well with students who have specific obstacles or requirements, such as neurodiversity support or schedules that change a lot. Most of my background is in computer science, from my college major to my experience hands-on over the past 10 years. Regardless of the subject, I believe every student's needs are unique and every student is able to achieve great things with the right preparation and support. My number one goal is to provide that whenever I can, both to the student and to their parents. I communicate with parents outside of sessions a lot to establish their expectations, better understand students, and recommend ways they can directly support their children in their journey as well.

Hello! I'm an educator, researcher, and lifelong lover of literature, language, and the written word. I received my Bachelor's in English and Africana Studies from Brown University, as well as a Master's in English and Women's Gender, and Sexuality Studies from Brandeis University. My academic and professional experiences have allowed me to develop a strong foundation in literary analysis, critical thinking, research, writing, and individualized instruction. I am particularly passionate about helping students become confident, thoughtful, and articulate readers/ writers.Throughout my academic career, I have worked with students across a range of ages and educational backgrounds. As a Graduate Research Assistant at Brandeis University and Learning Clinician at Lindamood-Bell Learning Center, I supported undergraduate-level academic work in courses focused on the humanities, developing my ability to engage students with analytical concepts and interdisciplinary approach.

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 essay, breaking a semester-long project into weekly milestones, keeping track of deadlines across six classes — these are executive functioning challenges Gabby addresses directly. Her five-plus years as a tutor and writing coach have centered on building concrete systems for organization, time management, and task prioritization that students can actually maintain on their own.

Running a natural sciences department at a bilingual elementary school in Ecuador meant Joy wasn't just teaching content — she was building systems for planning, prioritization, and task completion across two languages and multiple grade levels. She applies that same structured approach to executive functioning skills like time management, organization, and breaking long-term assignments into manageable steps.

I am a graduate of the University of Pennsylvania with a Masters degree in Education and have been an Elementary and Middle School educator for over thirty years. I have worked with students in the inner city, suburbs, Appalachia, and Deep South. I love teaching and children, and have discovered my passion in tutoring students who are struggling in Reading and Math. I have taught children with learning disabilities to read, and coached students with dyscalculia in math and reading. I worked as a principal for the past eight years, so was working with students from Pre-K to 8th grade, coaching teachers, analyzing data, and tutoring individual students in math and reading. I have worked as a national park ranger in the past, so social studies and history are areas of strength. Students that I teach respond well to my teaching style and enjoy working with me. I believe that education is extremely important for children's futures and do everything that I can to help them be successful.

Planning, prioritizing, and self-monitoring don't come naturally to every student — they're skills that can be explicitly taught. Cristiana breaks executive functioning into concrete habits: using checklists to initiate tasks, time-blocking to manage sustained attention, and post-session reflections to build self-awareness about what strategies are working. Her own experience managing a demanding dual-major course load gives her practical techniques to share, not just theory.

Graduate training in school counseling means Katherine spends her days learning exactly how students get stuck — not on content, but on the invisible skills like task initiation, planning, and self-regulation that determine whether homework actually gets done. She connects those counseling frameworks to the real academic work students bring in, whether it's a stalled college essay or a psychology reading they keep putting off. Her background across subjects like writing, human development, and AP psychology gives her concrete material to anchor organizational strategies to.

Managing art projects from concept to finished piece — juggling sketches, revisions, material prep, and critique deadlines — forced Laura to develop the exact planning and sequencing skills that executive functioning coaching targets. She teaches students to build visual workflows and concrete routines for breaking down assignments, initiating tasks, and tracking deadlines across subjects, drawing on the same project-management instincts that drive her studio practice. Rated 4.9 by clients.

I hold a Bachelor's degree in Cognitive Neuroscience from Brown University and am currently completing a PhD in Psychology. My tutoring style is structured, supportive, and warm. I focus on breaking big goals into manageable steps, building realistic study routines, and helping students develop systems they can actually maintain. I emphasize executive function skills such as planning, time management, task initiation, and follow-through, while integrating mindfulness-based strategies to support focus, reduce anxiety, and improve confidence. Whether working with a younger student or an adult learner, my goal is to help students feel capable, organized, and increasingly independent in their learning.

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.

As a dedicated tutor with a Master's degree in Forensic Psychology from George Washington University and a Bachelor's in Psychology with a Minor in Special Education from James Madison University, I am passionate about fostering a supportive learning environment for my students. With over 2 years of experience in special education, I utilize a personalized approach that focuses on each student's unique strengths and challenges. My teaching philosophy centers on creating engaging and interactive lessons that promote critical thinking and confidence. I am motivated by the opportunity to help students achieve their academic goals and develop a love for learning. I have a passion for the language arts and love reading and writing while also valuing math and science. In my free time, I enjoy playing and watching sports, traveling, and spending time with family and friends.