Ashley De Sousa
B.A (Sociology, Criminology and Socio-legal Studies), M.A. (Teaching at OISE)
Subject: Math and Problem Solving
What will my child walk away with? A genuine sense of being seen, supported, and genuinely challenged — developed through instruction from a teacher whose Master of Teaching research at OISE focused on how educators build and sustain close relationships with students with special needs in inclusive classroom settings. That research shapes how I approach every student, regardless of their learning profile.
What can families expect? A teacher with experience spanning volunteering with children with disabilities, teaching conflict resolution in inner-city schools, private tutoring, summer camp management, and classroom teaching in the TDSB. The experience across very different contexts has given me a deep, practical understanding of what genuine inclusion and challenge look like in the same classroom.
What does class actually feel like? Caring, fun, and purposefully structured. I believe the conditions of learning matter as much as the content, and I invest real effort in creating an environment where every student feels valued and empowered to succeed. Students who feel genuinely connected to their learning community engage more deeply and take more productive intellectual risks.
How do you challenge a curious mind? I design learning experiences rooted in care and connection while holding students to genuinely high expectations, because my research showed me that those two things are mutually reinforcing. A curious student thrives most in an environment where the relationship with their teacher is real and the standards are serious.
Credentials and Experience Master in Teaching, OISE/University of Toronto (research focused on educator-student relationships and inclusive classroom practices for students with special needs). B.A. in Sociology, Criminology, and Socio-Legal Studies, University of Toronto. Teaching experience in the TDSB. Volunteer experience with children with disabilities. Conflict resolution instruction in inner-city schools. Private tutoring and summer camp management experience.
Why Ashley? Why Brain Power?
My research convinced me that the quality of the relationship between a teacher and a student is the most reliable predictor of genuine learning, and I bring that conviction to every class I teach. Brain Power’s model of small classes and genuine personal investment is the closest institutional match to what my research supports.