Why I Tutor the Way I Do
(And Who I Work Best With)

Most tutoring pages promise everything: every subject, every grade, every kind of student. I’ve never found that helpful for families trying to make a good decision, and it doesn’t reflect the reality of how tutoring actually works. So I don’t do that.

I’ve been tutoring math and science for more than eighteen years. I have a chemistry degree, an engineering diploma, and five years of experience inside the Sylvan Learning system before going independent. Since then, I’ve worked with public school students, homeschoolers, worldschoolers, and families living all over the world—often while I’m living somewhere else entirely. Everything I do is online, and it’s built for students who need clarity, structure, and someone who can figure out what’s actually going wrong.

This post is meant to give you a clearer picture of who I work with, how my sessions run, and why my approach is different from the generic “all subjects, all grades” model.

The Subjects I Focus On

My work is centered on math and science from grade 6 through grade 12, plus first‑ and second‑year university chemistry. That includes middle school math, algebra, functions, pre‑calculus, chemistry, physics, biology, and environmental science. If you’re not sure whether your course fits, just ask—it probably does.

I also specialize in ILC courses and the ILC admission process. After more than five years working with ILC students, I know the platform well: the pacing, the common sticking points, and how to keep students moving before course timeouts happen. I offer accountability check‑ins, planning sessions, and assignment reviews for any ILC subject.

If you need support outside math and science, I recommend Learn with Every Avenue — a directory of independent educators who cover a much wider range of academic and non‑academic subjects.

The Students I Work Best With

Over the years, I’ve learned that I work especially well with students who don’t fit neatly into traditional school expectations—students who need more than a generic tutoring session. A lot of that comes down to protecting the relationship between parent and child while we do the academic work — I wrote more about why that matters here.

• Homeschoolers and worldschoolers: My own kids haven’t been in a classroom in years, so I understand what non‑traditional learning looks like. A student who’s ahead in some areas and behind in others is completely normal in my practice. I can work with any curriculum a family brings, from any program, at any pace, and I’m comfortable navigating the unevenness that comes with self‑paced learning.
• ILC students who suddenly hit a wall: ILC is efficient, which means foundational gaps show up quickly and painfully. Many students are doing fine and then suddenly aren’t. Usually the issue is a concept from a year or two earlier that never fully landed. I help identify the gap and rebuild the missing skills so the course becomes manageable again.
• Students who have already tried other approaches: Khan Academy, online programs, working through it with a parent, or even another tutor—if those things haven’t helped, the issue is almost always foundational. Our work helps us figure out what’s going on and map a path forward that actually works. (Not sure which of those makes sense for your situation? Here's how I'd think about it.)
• Families with unpredictable schedules: We’re a worldschooling family ourselves, so I understand time zones, travel, and routines that change month to month. My scheduling is built for families who need flexibility and don’t always know what next week will look like.
• Students who prefer a straightforward, honest approach: I’m steady, clear, and encouraging—not performative. Neurodivergent students often thrive with this style because it removes pressure and focuses on clarity. I don’t pretend everything is going wonderfully when it isn’t, and I don’t soften feedback to the point where it stops being useful. Students who appreciate honesty tend to do very well with me.

Who I’m Probably Not the Right Fit For

• Very young students: Kids under grade 4 usually do better with in‑person support. Since I’m fully online, I typically recommend finding someone local for primary‑grade learners.
• Families who need a full curriculum built from scratch: I can work with any curriculum you bring and I create custom resources when needed, but I don’t design full curriculum structures from the ground up. If you need someone to plan your entire year, that’s a different engagement.
• Students who only want one or two sessions: My first session is diagnostic, not teaching. One or two sessions isn’t enough to find the gap, fill it, and see meaningful change. Quick test‑prep sessions are fine—but they’re different from ongoing support.
• Families who want high‑energy cheerleading: I’m patient and consistent, but I’m not a high‑energy performer. If your child needs a tutor who brings a lot of enthusiasm to every session, someone else may be a better fit.

What Tutoring With Me Actually Looks Like

The intake assessment

The first session is diagnostic. It’s not a formal test—it’s a conversation about your student’s skills, confidence, and how they think through problems. They’ll answer some questions, but nothing like an exam. The goal is to understand how they think, not to test what they know.

Ongoing sessions

We build independence and confidence over time. Foundational gaps usually take several weeks to resolve, depending on severity. Most students begin feeling more confident within a few sessions, and the work becomes easier once the missing pieces are in place.

Pricing and Booking

Everything is booked directly through the calendar—no long-term contracts, no hidden intake fees, and no back-and-forth emails. You simply choose a time that fits your schedule, send over any curriculum materials ahead of time, and show up ready to work.

I offer flexible session lengths to match different focus levels, subjects, and academic needs:

• 25-Minute Sessions: Ideal for targeted homework roadblocks, quick concept checks, or mid-week accountability.
• 55-Minute Sessions: Best for a standard deep-dive, rebuilding foundational gaps, or navigating regular course progression.
• 85-Minute Sessions: Designed for students who need the extra time and depth to unpack complex upper-year topics, tackle intensive exam prep, or work through heavy material without feeling rushed.

I provide distinct rate tiers for middle & high school subjects, university chemistry, and specialized add-ons like comprehensive intake assessments or asynchronous assignment reviews.

View Current Rates & Book a Session: mindthegaptutoring.com/tutoringservices
Questions before booking? Email kristen@mindthegaptutoring.ca and I’ll reply within one business day.

Still weighing a few tutors against each other? Here are five questions worth asking any of them before you commit to one.

Frequently Asked Questions

Do you only work with Ontario students? No. I work online with students worldwide. ILC is Ontario‑specific, but math and science tutoring is open to anyone.

Do you work with neurodivergent students? Yes. A large part of my practice is ADHD and autistic students. I understand the dynamic personally and professionally.

Can you help grade 4 or 5 students? Sometimes. Younger students occasionally work well online, especially if they’re mature or used to video calls. Email me and I’ll tell you honestly whether it’s likely to work.

Do you offer a free trial? No, but you can book a single standard session directly to see if we're a good fit, or start with the comprehensive intake assessment if you want a deep-dive diagnostic into where the specific learning gaps are.

What if none of the available times work? The calendar shows real‑time availability. If nothing fits, email me—I can sometimes open additional slots. If I’m fully booked, I’ll tell you directly.