Henry

I am very interested in education and have a great love for teaching and learning. I have worked with children and young people in varying professional roles including as a primary school teacher, a learning support assistant within a special needs college and as a snowboarding instructor. I find education to be dynamic, challenging, and fun environment that I thrive from working within. When I am not working, I like to take part in outdoorsy, adventurous activities with friends or family members, such as rock climbing, cycling or surfing.

Tutoring Experience

I have two years teaching experience in an inner city London school, months teaching in a specialist school for children with with ASC conditions, attachment difficulties, early year’s trauma and a range of moderate learning difficulties. I have also been teaching in a secondary school for over two terms, teaching a range of subjects to KS3 and KS4 children but specialising in Science teaching and KS3 science tutoring. In this time I have had countless hours of experience, working with children to meet their unique needs as well as to challenge them in their learning. Before my current role, I have years of relevant experience working as a student teacher, a teaching assistant, a learning support assistant for special needs students, an outdoor instructor and a snowboarding instructor.
These positions have aided me in building up a toolkit to effectively educate children and young people. I have become a very proficient planner, deliverer and assessor of high quality mathematics and English lessons as well as lessons in all other primary areas. I have developed knowledge of how to use resources and how to manage children with special educational or additional needs. I have also learnt a lot about the methods by which children can achieve within the national curriculum in all primary and secondary year groups, as well as in preparation for year 6 SATS.

Tutoring Approach

I believe it is important to build a strong working relationship with students. The terms of the relationship may vary based on the student. Some may require more of a supportive, nurturing approach. Some may need more clear instruction and guidance. Some require a bit of both. The goal is that the student feels secure and can take enjoyment in their learning, whilst simultaneously being pushed and challenged to reach their potential.