This is how 2 referees rated Annalise:
I obtained qualifications from reputable UK universities; I have a PGCE from University of Cambridge and a BA (Hons) in Fine Art from Central Saint Martins. I am qualified Primary school teacher with four years teaching experience. Prior to teaching, and most recently when in Sydney awaiting qualification accreditation, I was employed as a Nanny. I am familiar with working in other families homes and encouraging children outside of school. My current employer, Holy Trinity, granted me a years sabbatical to travel and work in Australia. I resume employment in September 2016 and am looking, primarily, for tutoring work over the UK school summer holiday from 11th JULY 2016.
I have a kind manner with children and a genuine interest in them. I am passionate about opening up the world to students, developing them as thinkers but also equipping them with basic skills ready for the next step in learning. I quickly develop positive and trusting relationships with pupils and while I am approachable, I make clear my expectations of appropriate behaviour. I am committed to motivating students to do their best and extend their own personal limits. I understand that learning is life long and see teaching children, during important developmental stages, as a privilege. I engage and motivate children by showing my interest in the subject; I am aware that when you love the subject, the children love the subject.
I have worked in schools located within Sydney and London in the state and independent sector, across all age ranges. As Mathematics Lead at Holy Trinity, I introduced a Maths Mastery Curriculum, which is strongly routed in Singapore maths. I have mentored Student Bed and PGCE teachers alongside their university tutor. My lessons are often graded OUTSTANDING by internal and external inspectors; when I was only three months qualified , OFSTED mentioned my lesson in their final report:
Resources are well constructed and are used to make explanations clear, increase enjoyment,
and support pupils in understanding new learning quickly. For example, in a Year 5 history
lesson about Ancient Egyptian religion and culture, pupils were fascinated by photographs of
Egyptian gods and tombs. These rapidly engaged pupils. They were highly engaged with the
imagery of Ancient Egypt and the music from this period. OFSTED 2012
6 month contract: Kambala Independent Girls Day and Boarding School, Sydney, Australia (10-11yrs) **Web Address Removed**
4 months: Sydney Catholic Schools (Casual Teacher)
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3 years: Holy Trinity Primary School, Sloane Square, London (Year 5, Year 2, Head of Maths)
**Web Address Removed**
1 year: PGCE Student (Year 1, Year 4 and Year 6) Cambridgeshire
I have tutored three children at Holy Trinity (privately by parent request). In addition to this, tutoring was funded by the school for two children to raise achievement.
I believe that all children can succeed given the right opportunities. I am experienced in citing curriculum content and key vocabulary in my planning. I ensure I deliver the whole curriculum to students and that they meet or exceed the expected outcomes. I am familiar with using outcomes to assess work and to inform my next lessons; my planning is a working document that changes in light of the needs of my pupils. I make sure I plan varied and stimulating activities to meet achievable objectives. I use resources creatively to help visualise and communicate my own thinking and I encourage children to use concrete aids to share theirs.
I am confident in teaching Grammar to help children prepare for UK SPaG tests and in developing children's writing. I have taught phonics to aid early reading to young children and as an intervention for older children. I am familiar with a wide range of comprehension strategies to increase children's understanding of language. I use mathematical approaches from Singapore to ensure children gain a deep understanding of number and mathematical concepts rather than a superficial, procedural one.
I have experience in catering for the specific learning needs of students with a language background other than English. I use visual aids and colour coding and pair key vocabulary with gestures. I expect children to answer all questions in full sentences and I use verbal repetition consistently to support children less confident in language. I have taught children with global delay and autism as well as children with auditory and visual impairments. My lessons are multi-sensory; I facilitate learning so that children experience and explore the world themselves, minimising time spent listening and watching.
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