I hold a strong philosophy that as all children and young people are distinctly individual, they learn best when treated as such. Schools need to be able to evaluate children's learning, but sometimes the emphasis in schools can tend to be a on targets and summative assessments rather than achieving well-rounded understanding. Whilst this system might suit some children perfectly well, it can sometimes mean that individual learning styles go unaddressed, and that pupils are under pressure to perform rather than to learn. This can result in the reinforcement of failure and a decrease in confidence which needs re-building in children and young people if they are to thrive.
If these issues are not tackled, then there is the risk of creating apathetic and under confident children; at worst it causes anger and frustrations that can be seen all too often in our classrooms. I hope that the relationships I build with children throughout my years of teaching and tutoring help them to achieve their full potential on their journey through the education system.
I have been tutoring, and teaching Key Stages 3, 4 and 5 (ages 11 to 18) English in secondary schools for sixteen years. My most recent position was as Head of Key Stage 3 English. During this time I have taught a wide range of amazing young people: some with specific learning difficulties; some with behavioural issues; some school phobic; some lacking confidence and some "gifted and talented" who require the stretch and challenge to enable them to fulfil their true potential. Regardless of their academic ability, all the young people I have encountered have been interesting, creative people; often they simply need convincing of this fact.
Prior to classroom teaching, I worked as an independent tutor. I taught primary mathematics (especially in preparation for Y6 SATS) and English Language and Literature from primary through to A Level. I also had a client base of foreign language speakers wishing to learn English either in preparation for IELTS or simply to help with adjustment to living in the UK. I take a sympathetic and patient approach whatever the subject, level or purpose.
I now deliver all lessons online. I find this is a brilliant way of sharing materials and modelling answers. The first lesson is a free trial to ensure the student is comfortable. It is free and only 20 minutes long. I make children feel comfortable by assessing their preferred learning style before commencing any activities. After this, I ensure tutees feel confident by (depending on age) talking with them, playing games, reading stories and making sure they feel at ease. I always tell young the people I teach, "don't be embarrassed if you get anything wrong; I promise I've done far more embarrassing things!" Whatever their age, I encourage young people to express their feelings, be they of frustration, pride or anything in between. If they find it difficult to grasp something, it's often simply the case that it needs to be taught in a different way for that particular child. Each child is an individual, and needs to be treated as such.
|Languages||English (British), French, German|
|Availability||Weekends, Weekdays (all times)|
|References Available||On File|
|University of Wolverhampton||2009||Other||GTP (1st) English (Secondary)|
|Open University||2006||Bachelors||BA (Hons) Literature 2:1|
|Unpublished feedback (Usually negative)||0|