Your sessions will be pitched just above your current level to stretch your current ability and understanding. This is undoubtedly the most satisfying way to make progress. Good communication and feedback ensure we don't go too fast.
I have two years' experience teaching English and Drama at senior school level. I am also a first class graduate from Edinburgh University and have just completed an MPhil at Cambridge University.
I am happy to tutor English to pupils from age 9 up to and beyond A Level, having experience teaching in Primary and Secondary schools as well as at university level. All prices on here include essay-marking and feedback.
My teaching focuses, in brief, are:
- creative writing
- poetry and prose analysis
- reading comprehension
- essay structuring
- theatre analysis and direction
- language and vocabulary comprehension
- and spelling, punctuation and grammar.
80% of my students achieved A* or A results at A level and GCSE
I have taught English Literature and Language at senior school level (11-17) as well as some Drama (11-14) and Latin (9-11). I taught CIE IGCSE and Edexcel A-Level, although I am familiar with the AQA GCSE and have materials to support a range of exam boards.
I am also happy to work with Religious Studies and Philosophy students, having proficient knowledge in this area as well as access to a variety of exam board materials.
MPhil in Theology
MA (Hons) Religious Studies and English Literature
I have a simple but direct approach which relies on patience, enthusiasm and exploration. My students receive very specific one-to-one tasks, both in a tutoring and a classroom setting.
I adapt my approach for each pupil but the key objective is to find the right balance of enjoyment and a sense of achievement. It is fairly simple but effective and hugely rewarding for both pupil and teacher. We will discuss together how the tutee best enjoy learning the skills or material and will try a variety of comprehension aids to discover what works best, whether visual aids, movement or simple time-structures. There's always a way to avoid just struggling on.
A short anecdotal example might help to make sense of this approach. I was working not long ago with a 13 year old boy with some severe mental health difficulties. He was the main part in the school play but was having occasions when his energy levels would plummet mid-performance and the rehearsal would come to a stand-still. We took some time out to talk about how he was doing and what he felt was going wrong. We agreed that if I noticed his energy dipping in performance I would shout 'Oi!' from the audience. He would shout 'Oi!' back and this would continue until his energy was back up again. If unconventional, it nevertheless suited his needs.
|Availability||Weekends, Weekdays (all times)|
|References Available||On File|
|Cambridge University||2018||Masters||MPhil in Theology|
|The University of Edinburgh||2015||Masters||MA (Hons) Religious Studies and English Literature|
|Bedales School||2010||School||A Levels|