I retired from teaching almost 10 years ago and since have successful worked as a private tutor specialising in supporting pupils preparing for the 11 Plus and struggling with maths from age8-16.
As a teacher I held posts of responsibility form core subject leader for English, maths and science, Special Needs coordinator, Behaviour Manager and more recently a head and deputy headteacher.
I have loved working with children for well over 30 years and believe there is no better job than to work with children. I also know, having had 7 children myself, that they can be challenging and frustrating as well as wonderfully fulfilling. I am also fully aware that children get one chance to succeed and ,we all at sometime, need just a little support. This can be a short or long term programme of support - a confidence boost or a more structured programme of support.
I am am very caring and supportive teacher who prides himself on preparing an individual support programme to meet the needs of the tutee and is delivered using approaches to match their learning styles and utilising approaches that support their learning.
I have taught in secondary and primary schools for over 30 years. For the last 25 years I have a been a primary school teacher and senior leader specialising in supporting children with special needs and especially those less and more able pupils with English and Maths.
In addition, I was a mentor in local secondary schools where I was responsible for supporting pupils aged 11-16 in a number of curriculum areas. These study skills, exam preparation, as well as, curricular areas like English, maths and science. Many of whom where tutored on an individual basis. More recently I have tutored over 100 20 young people,each with their own individual needs,very successfully.
I also work as an independent TEFL teacher working with children from across the world aged from 5 -50 years.
As a tutor I believe it is important to follow some very key principles.
1. Always start from what the tutee knows. As a tutor you need to identify what he/she can and cannot do. This can mean working closely with their school if agreed/wanted to identify areas they are working on to support school work.
2. Work in an environment where the tuttee feels safe and comfortable. Very often this is at home in an area to work quietly.
3. Make the learning as much fun as possible and as appropriate to their needs.
4.To create , as quickly as possible, a relationship with the tutee. They need to feel safe, comfortable and at ease - this makes both learning and teaching more effective and FUN.
|Availability||Weekends, Weekdays (all times)|
|References Available||On File|
|University of Birmingham||1991||Professional||Primary Education|
|University of Warwick||1984||Bachelors||2:1 B.Ed Educational Management/ History|
|University of Exeter||1975||Professional||Certificate in Education - Teaching|
|Unpublished feedback (Usually negative)||0|