Information About Billy Jon - Sleaford tutor -
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Subjects Taught


Hourly Rate
Primary £20.00
Secondary £20.00

Philosophy / Critical Thinking

Hourly Rate
A-Level £20.00
University £20.00
Casual Learner £20.00

Study Skills

Hourly Rate
GCSE £20.00
A-Level £20.00
University £20.00
Casual Learner £20.00

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Personal Description:

I am an educational philosopher. I am working on a philosophy of education which focuses on teaching children how to think; that is, giving a child the necessary powers needed for mature life.

Tutoring Experience:

I have a number of years experience teaching children and adults, with subjects ranging from football and judo to philosophy.

Tutoring Approach:

Education, from my point of view, is the systematic training of children’s minds; that is, training of the child’s conceptual faculty -- training the child how to think. This requires the correct delivery of material, in the correct fashion, over a number of years. Thus, a correct curriculum will supply each student with the essentials of human knowledge and teach him to think logically. After many years, the result is a mature adult who has certainty is his own knowledge and can think on his own.

How can this be achieved? As I mentioned above the curriculum requires the essentials of human knowledge, however, this on its own is not enough. The teacher must teach the subjects in a logical, hierarchical sequence; starting with concrete, perceptual level demonstrations relative to the child’s level of understanding and building to abstract principles. Over a period of years, the teacher must teach the children to make connections between and within subjects, to distinguish similarities and differences, thus, developing their conceptual faculty.

However, the conceptual development of the child is not automatic. Children have free will and as a result, they must choose to think; the children need to know why they must understand a particular subject. That is, the teacher must be able to motivate the children, not by arbitrary rewards, not by appealing to the child’s irrational whims, but by appealing to the child’s rational self-interest, that is, by demonstrating the importance of the knowledge the children are working to gain. For instance, when teaching literature you could say that, “Would you like to be better at choosing a friend?” ” Literature can offer you a whole host of different types of people; you can decide what type of person you like and what type you don’t.” You make regular connections to the child’s life, “Do you know someone like this?” You use each lesson to point out differences and similarities between characters and books.

This does not happen in today’s schools. The curriculum in most of today’s schools consists of a disorganized collection of random subjects with no structure or reason. As a result, children are learning that knowledge is chaotic; a jumbled mess of abstractions with no groundings in reality. This leads to uncertainty in the child’s knowledge, which, in turn, leads to a lack of understanding and motivation, and ultimately, signs of ‘learning difficulties’.


  • Nottingham Trent University (2012) - Philosophy (Masters) (✘ Not On File)
  • Bishop Grosseteste University College Lincoln (2011) - Education and Science (Bachelors) (✘ Not On File)
Native Language: English (British)
Availability: Weekends / Weekdays (evenings)
References Available: Yes (✔ On File)

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