Daphna

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Daphna holds a BA in Psychology & Education and an MA in Teaching Students with Learning Disabilities, and she is certified in two levels of Orton-Gillingham (phonics and morphology). As a learning-center specialist she applies evidence-based, multisensory methods to close gaps and build independence, with strong success supporting learners with dyslexia, ADHD, and autism; she’s helped students gain fluency through music and tailored interventions that boost confidence and lasting skills. She loves weaving songs into lessons to make learning stick and joyful.

Sunday- Thursday 7:30 - 4pm Eastern Standard Time
Friday - No availability
Saturday- No availability

“I believe every child has the potential to learn and succeed. While the journey is not always easy, my experience has shown me that with the right environment—one that motivates and supports them, and with teachers who recognize both their strengths and challenges—students can thrive. My educational approach is to meet students where they are, building on their unique starting point to help them grow with confidence.”

I have a bachelors degree in psychology and education and a masters in teaching students with learning disabilities. I am certified in two levels of Orton Gillingham, both phonics and morphology.

“From my experience tutoring both professionally and with family, I’ve learned that there’s no single ‘right’ way to learn. Textbooks and curriculum provide structure, but real progress happens when teaching connects with a student’s interests and uses the tools that help them thrive.”

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Subject Expertise

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Creative Writing
Creative Writing
Creativity
Creativity
ESL
ESL
History
History
IB English
IB English
Reading
Reading
Reading Comprehension
Reading Comprehension
Social Studies
Social Studies
Writing
Writing

My mission

My mission is to empower students by meeting them where they are, helping them build the skills, confidence, and independence they need to thrive academically and personally.

My Story

I grew up in a small town in New Jersey, surrounded by a strong sense of community and a supportive family who helped me navigate life’s ups and downs. Transitioning to high school was a major adjustment—I wasn’t used to the heavier workload and had to balance the demands of a dual curriculum. I still remember working one-on-one with a tutor who taught me how to break down complicated tasks and stay organized. That experience completely changed the way I approached school and ultimately inspired me to become a teacher. I realized that learning isn’t just about what is being taught, but how it’s taught. When you meet students where they are—whether in reading, writing, math, or even organizational skills—you can give them the confidence and support they need to truly thrive on their own.

Cognitive Diversity

How I adapt to students with diverse intellectual needs.

Throughout my career, I have worked in a variety of diverse educational environments, adapting my teaching methods to suit the unique needs of each student. In my most recent role as a learning center specialist, I have directly taught and modified curricula to meet the individual needs of my students. My focus is on enhancing lessons to meet the needs of each student using technology, manipulatives, and interactive activities to foster understanding. As an example, I incorporate music to help students conceptualize math sequencing and concepts and improve decoding and fluency in reading.

In my experience working with students with ADHD, I’ve found that their behaviors often reflect challenges with executive functioning rather than a lack of interest or motivation. A student may act out, appear disengaged, or struggle with organization not because they don’t want to learn, but because planning and sequencing tasks can feel overwhelming. Supporting these students means identifying where those challenges lie and providing strategies to make tasks more manageable. Incorporating kinesthetic activities can also be highly effective, as engaging the body helps activate different parts of the brain and can improve focus.

I have had the privilege of working with students on the autism spectrum in a variety of settings, as well as with adults with higher support needs through an organization called Yachad. Our work focused on building skills such as social interaction, workplace etiquette, and daily living. I have also supported students on the spectrum in mainstream classrooms, helping them navigate both the social and academic aspects of their environment.”**

In my experience working with students with dyslexia, I’ve learned that there is no one-size-fits-all approach. For example, one student may struggle to recall letter sounds, while another may have difficulty decoding multi-syllabic words. I once worked with a student who, despite repeated practice, was unable to blend words together. After collaborating with colleagues, we decided to try incorporating music into her reading practice. Just as many people who stutter can sing fluently, we hoped a tune might help her read more smoothly. Amazingly, it worked—while she still requires significant support, she is now able to piece words together in a way that once seemed out of reach

Daphna Sample Lesson

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