- 514-374-8888
- jfkadult@emsb.qc.ca
- 3030 Villeray Street, Montreal H2A 1E7
Program Goals
A modular approach with no final or midterm exams, allowing students to complete module examinations when ready.
Integration in a structured academic program within an autonomous, calmer adult education environment.
Same cohort of students for two years and for all subjects to foster community and strong relationships.
A two-teacher model to provide consistent support and collaboration.
Co-taught options course by the two teachers to provide comprehensive academic support and flexibility for additional activities such as retreats, career exploration, and guest speakers.
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Students can enter various vocational programs based on the courses successfully completed.
In most cases, if a student completes Sec 4 Math and Sec 4+5 English Language Arts and French Second Language in our program, they can obtain their high school diploma by successfully completing a vocational education program.
General Adult Education Program
Students can enter our regular adult education program and obtain missing credits.
Cynthia Nardozi is a highly motivated and devoted professional with many years of teaching experience. Over the course of her career, she has taught mathematics at every high school level within the youth and adult sector.
Her experience as a mathematics teacher includes teaching math within the regular and International Baccalaureate programs, enriched math, math within the adult education programs and math for students with learning difficulties. Over this time, she has also taught all levels of high school mathematics privately to individuals and very small groups.
Cynthia has taught other subjects including English, Ethics, History and Geography for students with learning difficulties.Â
This cell phone policy is implemented to help students stay present and get the most out of their instructional time.
It’s not about taking something away, but it’s about giving students the conditions to focus, connect, and learn without unnecessary interruptions.
Phones must remain in locker provided during class time.
Phones are only permitted outside of class time.
Any unforeseen emergency can be directed to the main office.
References
Kumagai A. K. (2022). Discomfort, Doubt, and the Edge of Learning. Academic medicine : journal of the Association of American Medical Colleges, 97(5), 649–654. https://doi.org/10.1097/ACM.0000000000004588
Rubinstein, J. S., Meyer, D. E., & Evans, J. E. (2001). Executive control of cognitive processes in task switching. Journal of experimental psychology. Human perception and performance, 27(4), 763–797. https://doi.org/10.1037//0096-1523.27.4.763
Tang, X., Shen, Z., Khan, M. I., & Wang, Q. (2025). A sociological investigation of the effect of cell phone use on students’ academic, psychological, and socio-psychological performance. Frontiers in psychology, 16, 1474340. https://doi.org/10.3389/fpsyg.2025.1474340
Ward, Adrian F., et al. “Brain Drain: The Mere Presence of One’s Own Smartphone Reduces Available Cognitive Capacity.” Journal of the Association for Consumer Research, vol. 2, no. 2, Apr. 2017, pp. 140–54. DOI.org (Crossref), https://doi.org/10.1086/691462.
Wilmer, H. H., Sherman, L. E., & Chein, J. M. (2017). Smartphones and Cognition: A Review of Research Exploring the Links between Mobile Technology Habits and Cognitive Functioning. Frontiers in psychology, 8, 605.
