Patricia

I am a very creative individual who enjoys meeting creative thinkers. I am a member of a music band and have been the lead pianist for over 15 years. I have achieved grade 5 in my music theory and practice and have written my own songs and poems, one of which was published for an anthology. I enjoy reading and listening to motivational content. I really enjoy organising events and have been a lead project manager for a number of community and social events. I am often described as being inspirational and received an award from the Major as being an inspirational figurehead in the community.

Tutoring Experience

I am a fully qualified English teacher with extensive experience of the Curriculum at KS3 and KS4. Alongside my Masters in Education, I coach teachers within the profession as well as being an experienced AQA Examiner, thoroughly knowing the specification of the skills set required on a meticulous level. I am one of the lead markers in the English department of approx 15 teachers and am an experienced teacher coach to support effective teaching and planning. I continue to deliver CPD training in the department about the best models of the way students learn as well as having implemented whole school policy for addressing student misconceptions for more effective learning and intervention. Having taught in a range of multi-cultural and streamed based schooling formats, I have specialist knowledge of teaching across the sets with my specialism ranging in top sets and have delivered an ongoing series of grade 9's often supporting students to make rapid levels of progress in short periods of time as well rapid intervention for GCSE retake students. I have received educator awards from my school as well as an award from the Mayor for my contribution young people in making successful progress in their endeavours. My work has also been published in a prestigious newspaper and have had my poetry work published in an anthology used in educational settings.

Tutoring Approach

Beginning lessons with a re-cap to reinforce learning and retention in the long term memory.
Modelling for students in an I do, we do, you do approach to guide and scaffold the learning.
Presenting a success criteria so students know how to achieve the steps to success.
Giving students the opportunity to apply the learning and provide feedback so they know where they are, in other words a formative assessment and setting targets for having another attempt at the task to improve it.
I always use blooms taxonomy in creating questions for students that move from knowledge based questions up to being able to analyse and apply learning.