Long experience of teaching in state schools and as a private tutor means that alongside deep subject knowledge, I also employ a broad range of teaching strategies with my students. In the past three years as a private tutor, as well as supporting dyslexic students between the ages of 8 and 30, I have guided pupils through the new English Language and Literature AQA, Edexcel, Eduqas and Cambridge syllabuses.
I am a mother of three sons now in their early twenties, two of whom are dyslexic. I worked as a teacher in state schools for 30 years, of which the last 25 have been in Cheltenham. In 2015 I decided to focus full time on tutoring. In my spare time I enjoy gardening, running, going to the theatre and reading. As my husband is a writer, we are both involved in local arts such as the poetry festival and the Everyman theatre.
My whole teaching career of nearly 30 years has been spent in state schools. I have taught all secondary ages but especially enjoy A Level English Language, a course which I helped to establish and taught for several years in my last school. In 2007 I obtained a diploma in Specific Learning Difficulties at Gloucestershire University, one of the few courses recognised by the British Dyslexia Association. Alongside my mainstream teaching, for the past 10 years I have also tutored privately. Tutoring has ranged from gcse preparation to dyslexia tuition to A Level Literature examinations.
Private tutoring enables teachers to focus on the best aspects of teaching: building a fruitful relationship with a student and allowing them to see rapid progress. Unless time is very limited, my lessons normally include time for a game to improve vocabulary, for instance, or to improve working memory and this gives tutor and pupil the chance to interact on a less formal level. The relationship between tutor and student is crucial to creating a climate of trust in which the latter is not afraid that they will be criticised. My approach is very much that the student's skills are a separate entity to their personality; they can be improved and developed with input from both the student themselves and their teacher.
|Languages||English (British), French|
|Availability||Weekends, Weekdays (all times)|
|References Available||On File|
|University of Gloucestershire||2007||Professional||Diploma in Specific Learning Difficulties|
|Edge Hill College, Merseyside||1986||PGCE||Education with Drama, English and EFL|
|Portsmouth University||1985||Bachelors||Degree in Literary Studies|
|Unpublished feedback (Usually negative)||0|