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Information About Alan Grant - Wakefield tutor

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This is how 2 referees rated Alan Grant:

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Subjects Taught

Maths

Hourly Rate
Primary £20.00
Secondary £20.00
GCSE £25.00

Physics

Hourly Rate
Primary £20.00
Secondary £20.00
GCSE £25.00

Chemistry

Hourly Rate
Primary £20.00
Secondary £20.00
GCSE £25.00

Biology

Hourly Rate
Primary £20.00
Secondary £20.00
GCSE £25.00

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Personal Description:

I am a Chartered Civil Engineer who has come late into education through a PGCE route.

Throughout my life I have been fortunate enough to not only have been given opportunities but also to have been encouraged to take them and then be supported along the way. To have been able to provide others with this same environment has been central to both my professional and personal experience and development. Teaching is the best way for me to continue to do this by giving children the same chances and choices, in order that they too can contribute effectively to everyone's future.

Science is at the centre of everything around us and having a knowledge and understanding of why, how, where and when things happen benefits everyone. To be part of the process which encourages children to question, enquire, consider and, ultimately, discover inspires me and feeds my passion for science and learning.

Tutoring Experience:

Whilst my classroom teaching experience is limited I have had a great deal of experience in one to one tuition and small group intervention tutor.
I have worked predominantly with targeted year 11 students in order to assist them in attaining improved grades at GCSE core and additional science. I also worked with BTec students and other GCSE students – most notably ELBS. On occasions I was utilised as a teaching / class room assistant and led lessons both in the presence of and in the absence of the classroom teacher.
I had recognised success in encouraging students who had become disillusioned with science (and indeed education as a whole) to re-engage and successfully worked with targeted students and achieved a marked improvement in their attainment, attendance and involvement. Of the 16 students I worked with on a regular basis, who were all anticipated to achieve a grade D or lower, only one was unsuccessful in attaining at least a grade C and three of the students achieved a grade A. All students were also acknowledged as using the skills and methods I had encouraged them to use and develop across other subject areas.

Tutoring Approach:

Throughout my life I have always undertaken to achieve the highest level of attainment accessible to me – through relevant training, teaching and education, as well as through observation, involvement and experience. I have always strived to improve others throughout sharing my own knowledge and experiences; through encouraging, mentoring, leading and inspiring. I believe very much that education through involvement is essential to every child’s development. Benjamin Franklin stated; ‘If you tell me something I will forget it; If you teach me something I will remember it; if you involve me I will learn it’? My teaching ethos is very much based about empowerment, involvement and encouraging ownership of the work and progress with all individuals – whether they are pupils or members of staff, volunteers or paid professionals. Praise, encouragement and personal recognition have just as important part to play in everyone’s life development as qualifications, results and rewards – and a balance of all of these is essential to every individual’s personal development. Understanding how the subject you are teaching relates to the situation, environment and personality of the individual is just as important as ensuring that the individual understands the basic, first principals of the subject matter.

My underlying ethos within science is to promote the real science of everything around us by encouraging students to look at things and try to understand why things are happening and what is being achieved by these actions. I guess you could say that I am trying, wherever possible, to apply science to common sense - 'Common Science' if you will? To be able to stimulate students to use the thought processes developed by studying science in their every day life and within other academic activities provides an even greater benefit to teaching my chosen subject.

Within the teaching of science there is always an opportunity to reward, perhaps not always in the most obvious way, and to use this reward to encourage both behaviourism and constructivism. At the very basic level of teaching – the tools of learning that are introduced at primary school in KS1 and KS2 – behaviourism is very much at the heart of most lessons. Whether it is imparting essential knowledge in numeracy and literacy or the development of interpersonal skills; the knowledge that there will be a reward reinforces the learning experience and encourages positive behaviourism. Breaking down processes into simple flow diagrams, where the next step can only be taken once the current one is successfully accomplished can be considered the most basic of rewards. Whether the reward of being able to proceed can be classed as a positive stimulus whilst the punishment of being unable to continue is negative is open for debate and as such the balance of positive and negative encouragement needs to be carefully managed. The simple task of producing a method in order to undertake a scientific experiment requires an almost inbred understanding of behaviourism – each step of the method is reliant upon the previous step having been successfully completed. The understanding of the risks involved should steps not be completed safely and the precautions required to be in place to reduce said risks stimulates a much deeper understanding of the subject knowledge and leads to constructivism shaping the learning. Allowing students to undertake their own risk assessments allows them to develop a far more layered and structured order to their learning and hopefully promotes cognitive processes within all of their education. By engaging the students in this way of processing their learning and programming their direction provides the opportunity for them to appreciate just how involved they are in the setting as well as the attaining of expectations.

Qualifications:

  • Bradford College (2015) - Secondary Physics (PGCE) (✔ On File)
  • Teesside Polytechnic (1990) - B Eng Hons in Civil Engineering (College) (✔ On File)
Native Language: English (British)
Availability: Weekends / Weekdays (evenings)
References Available: Yes (✔ On File)

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