Please note: due to high demand in the run up to exams, I am now only accepting requests for tuition to start next academic year (September owards).
I am a fully qualified teacher and examiner, with over 15 years of experience in the field of education. My teaching of English has been graded "outstanding" by Ofsted and I strive to maintain this standard in my tutoring practice. Teaching is a vocation for me and I love the buzz I get when I feel I have inspired my students. I hold an undergraduate degree in English, a PGCE specialising in the post-16 sector, and have seven years experience of working as an A level and GCSE English Language and Literature teacher in a reputable sixth form college. My additional specialism is Creative Writing and I hold both a Masters and Doctorate in this subject, as well as being a published poet. Having successfully tutored students of the AQA, Edexcel, OCR, WJEC, Eduqas and Cambridge International boards, I am very familiar with current specifications. I have a keen eye for detail when appraising essays and have received excellent feedback for my critiques of student work.
I have experience of teaching and tutoring English Language (including the new specification for AQA), Literature and Combined English up to Further Education level. I have taught the AQA Certificate in English Language (iGCSE), AS/A2 English Language (Spec B), AS/A2 English Literature (Spec B) and AS/A2 English Combined (Spec A) but have tutored for other leading examining boards too. I also have some experience of adult and undergraduate teaching in the fields of Creative Writing and Communication/Functional Skills.
Specialist topic areas:
A level English Language - conducting a language investigation, using linguistic frameworks, Language Change and Diversity, Child Language Acquisition, Language and Social Contexts: Gender, Power and Technology.
A level English Literature - Set texts taught include: The Great Gatsby, Wuthering Heights, Enduring Love, Property, Spies, The Bloody Chamber and Other Stories, Robert Browning's poetry, The Whitsun Weddings, Ariel, The Pardoner's Tale, Macbeth, Much Ado About Nothing, The Importance of Being Earnest, The Rivals.
Poetry - form, structure and style, analysing poetic devices, scansion, meaning and significance, the practice of writing poetry.
My approach is to be friendly, supportive and professional when interacting with students. I encourage them to be proactive and resourceful in their approach to English, guiding them through the processes of learning and problem-solving. Sessions are therefore individually tailored and flexible, so are student-focused rather than teacher-led. I invite students to discuss what they would like to work on each session and establish the ways in which I can best support them. Any materials to be looked at during the session time can be emailed to me or shared via an online platform. I also support students in setting targets over a course of sessions so that they can meet their aims and manage their study time effectively.
I spend time getting to know my students and, whenever possible, encourage the practice of English skills within topic areas of personal interest to them. I am a good listener and can empathise with my students, helping them to see areas for improvement in their work and offering practical advice and tips on how to develop it further. From students who require regular face-to-face online sessions, to those who require a single essay critique by email correspondence, I am able to meet the needs of all my students.
Ultimately, I aim to help my students fulfil their academic potential whilst also developing the range of skills needed to achieve their aspirations in life.
|Availability||Weekdays (all times)|
|References Available||On File|
|University of Cumbria||2007||PGCE||Post-Compulsory Merit|
|University of Leeds||2001||Masters||Creative Writing|
|University of Lancaster||2000||Bachelors||BA (hons) 2:1 English with Drama|
|University of Sunderland||2015||Doctorate||PhD by Existing Published or Creative Work|
|Unpublished feedback (Usually negative)||0|