Matthew

My academic and professional activity involves work both on literary projects and as a musician. I developed a love of both literary study and music at school where I studied both English and Music at IB Higher Level. I went on to study English at KCL (gaining a 1st), I specialised in Renaissance literature at Gonville & Caius College, Cambridge, and then I went to Leeds on a scholarship to undertake fully funded doctoral research on 16th & 17th century literature, especially Shakespeare and drama before, contemporaneous with, and after his work. Following considerable disruption from personal and family health challenges, unfortunately I had to stop my work towards the PhD at an advanced stage, but I remain interested in my research and conversant with the field and scholarly colleagues, and hope to return to my research in my own time. All the while, I have also developed a parallel career as a classical musician, having been active across the UK as an organist and pianist, choral conductor, and singer. I am currently reworking my professional portfolio, including expanding my private teaching activity in both English and as an instrumental teacher of organ and piano.

Tutoring Experience

My work has involved teaching in various forms over the years. Most conventionally, I have been an English tutor for Action Tutoring for secondary-school pupils, and I have helped fellow English students' and researchers' with their research and writing - with both content and style - at university level and all the way up to post-doctoral level. I have also taught music - especially organ and piano - privately to pupils of all ages and abilities, from young beginners to advanced adults including successfully-examined diploma-level, and much of my work with choirs has involved teaching both larger and smaller groups of mixed-ability singers.

Tutoring Approach

Each student is unique and requires individual attention to their specific aims and needs, whether this is to follow a syllabus to prepare for an exam or to fulfil a personal interest in a topic. These are discussed from the start so that we can develop a clear and realistic plan of action tailored to that particular student. In general, though, I encourage my students to be active participants who think independently and are dynamically engaged with the material and with me in discussion, rather than passive receivers. I guide teaching materials and our approach to them - for instance, what texts we might use to practise close reading - by bearing in mind students' own interests as much as possible, even if we ultimately have to work to an externally-decided syllabus. And I believe in a positive and encouraging attitude towards students, especially when giving feedback, in which achievements are praised and criticism is constructive. I am accustomed to and very happy adjusting expectations and style of feedback to suit a student's level and needs - for example, making sure there is plenty of positive reinforcement for a pupil who is less accomplished or confident, or being more demanding of one who is already of a high level but has potential to go further. Also, I prefer a relatively informal atmosphere for teaching at all levels: I believe all students learn best when at ease with the tutor, and so I encourage a balance between hard work and good humour. Finally, safeguarding is something I take enormously seriously, especially with students under 18 and who are otherwise vulnerable; safeguarding arrangements will be discussed and implemented from the start and adhered to at all times.