Well-Qualified & Dedicated Teacher/Tutor - 7+ years in schools (over 280 hours of tutoring to date)
I initially studied French and German Language and Literature at The Queen’s College, Oxford (University) and was fortunate to spend a year abroad in Lyons, France. There I taught English at one of the oldest Lycées and began to hone my teaching skills: Thorough, individualised planning, encouragement and pace are the key elements of my approach.
Besides my first degree (2006-2010), I have a PGCE in teaching (Primary 5-11) from Goldsmiths University, London. I was graded ‘Outstanding’ for my teaching in a challenging South London primary school in 2013. I also have a CELTA qualification which qualifies me to teach English as a foreign language; I also occasionally teach teenagers in a private English Language School using the Task-based-approach and this informs my tutoring.
The daughter of a bookseller and publisher, I grew up around books and nothing gives me more pleasure than passing on my love of reading. As a tutor, I aim to inspire children to want to read widely and to care about language. Constantly on the lookout for new children’s titles, I have compiled age-appropriate book recommendations (some of) which have been published in local magazines.
In 2017, I was awarded full Qualified Teacher Status by the Scottish Department of Education in recognition of my (7+ years) teaching experience in London preparatory and primary schools. This means that I am authorised to work in schools in Scotland, but I have recently turned to full-time tutoring. All children love learning when they are well taught and I find tutoring immensely exciting and rewarding. As a tutor, I enjoy focussing on each child’s specific educational needs and well-being, without the endless distractions of the school environment. As a perfectionist, I value the opportunity to bring out the best in each individual child I teach.
Following my degree at Oxford University, I worked as an English Language teacher in Edinburgh and then as a teaching assistant at a top London prep school where I led booster groups in Maths and English. After my PGCE, I worked as a school teacher delivering all subjects to children from 5 -11 years. In my final role, I planned and delivered lessons to almost every year group in a primary school in Beckenham. My experience of different types of schools across London (independent and state, many ‘outstanding’ ), allowed me to gain first-hand experience of the most up-to-date teaching methods and approaches at the time. I also benefitted from having many inspirational mentors who improved my teaching and taught me new strategies.
In my final year in London, I tutored a boy at a top London prep school on an (almost) daily basis and managed to increase his confidence substantially. Since 2016, I have been building up my tutoring portfolio and have recently had success teaching English and English Literature to older children (up to age 18).
Since moving to Scotland, I have observed and taught in Scottish primary schools and in the independent sector in order to gain first-hand experience of the expectations and curriculum here.
I consider thorough planning absolutely essential. Before the first session I like to discuss the child’s precise needs with parents. The first hour will usually involve an informal assessment and feedback (to a parent). Any additional information parents can give me about the child (self-esteem, academic progress and difficulties to date etc.) is invaluable.
By playing to the child's strengths and through constant encouragement, I hope to either hone or develop greater confidence and a lasting enjoyment of the subject(s). Independence and curiosity are encouraged as well as a sense of discipline and responsibility. I try to foster a setting in which the child is in control of his or her learning and takes responsibility for it. My teaching is completely child-centred (I try hard not to talk too much, rather listen!) and at primary level a session will typically involve a series of activities, games, or carefully selected problems. I use many sources (educational websites, my own collection of new and old text books etc.) and my own imagination in order to find ideas and always come equipped with all necessary resources.
I follow the ‘concrete-pictorial- abstract’ progression. Younger children and children who are struggling invariably require hands-on experience of mathematical concepts. At this stage I use traditional props such as unifix cubes, dienes, flashcards, abacus etc. and also real artefacts (shells, beads, tape measures etc.) At present, I am interested in the Shanghai Method of Maths teaching which is the result of extensive research by experts in this field and is transforming children’s attainment in Maths across the globe. A recent course demonstrated ways in which Maths can be made visual, accessible and enjoyable. Thus children are more likely to become mathematicians with a solid understanding of the key concepts needed for problem solving.
As a primary maths tutor, I recognise the fundamental importance of teaching children to calculate mentally. I refer closely both to the Curriculum for Excellence and other publications (National Strategies: Teaching children to calculate mentally). My aim is to build up a child’s awareness of the range of strategies available when calculating both mentally and formally. Games, open questions and investigative activities help to foster independence and confidence.
I use a range of renowned educational publishers (Schofield and Sims, Collins, Heinemann Maths etc.). A great variety of educational websites such as Nrich Maths (for problem solving) help me to vary my teaching. I also refer to materials used in UK schools such as the Maths Mastery publication (available online). This document outlines ways in which a child should be able to apply learning at each level in order to solve problems.
I have been thoroughly trained in several approaches (Jolly Phonics, Read Write Inc. and Letters and Sounds.) I have the flashcards and resources necessary to help young readers make swift progress.
National 5 English (Literature and Language)
I have two main aims at this level: One is to encourage my tutees to become more critical readers. And much is done to develop close reading skills and a deeper awareness of the range of literary devices at a writer’s disposal. Crucially, I encourage children to read widely in order to express themselves more fully. I also help children develop their writing by showing them how to experiment with language; carefully chosen words have greater impact.
|Languages||English (British), French, German|
|Availability||Weekends, Weekdays (all times)|
|References Available||On File|
|Goldsmiths University||2013||PGCE||Primary teaching|
|English Language Centre York||2008||School||CELTA|
|Unpublished feedback (Usually negative)||0|
|English (Foreign Language)|