This is how a referee rated Ramon:
Hello. I'm a QTS-qualified primary school teacher, and I manage the 1-1 programme at a primary school in Brent. My specialist area is maths and ICT, however I also love teaching English because allows for creativity and imagination. I am married, and my wife is a qualified university lecturer, specialising in Foreign Languages.
I was originally trained and qualified in Australia (Queensland), and received the highest rating (1) at the end of my teacher training. I was placed in a school in Brisbane, working there for a year as a Year 6 classroom teacher (as ICT Specialist Teacher), before I did a year of supply teaching at various primary & special needs schools in Brisbane because I wanted more flexible hours to pursue my interest in the learning Mandarin Chinese.
After coming to London, I continued doing supply teaching for another 2 years (and qualified for QTS in a term at one school). Since September, 2011, I have been employed by Gladstone Park Primary to oversee their 1-1 programme for Year 5/6. Total experience as a Primary Teacher is 9 years.
I love seeing children progress - I derive a lot of satisfaction from it. "Keep it simple" and fun is my approach, tailoring a individual programme to meet the specific needs of your child in either English or maths.
I use a variety of methods - appealing to different learning styles and being flexbile - I will change my approach to suit the child (E.g. for a very active child, it may be better to go outside & adapt games to suit).
If possible, I like to learn things without them even realising they are learning (e.g. playing games & story-telling), but then reflecting mid-way through or at the end by asking, "Why do you think we played that game?"
I really believe in Vygotsky's constructivist approach - scaffolding learning of a child is necessary for him/her to reach his/her full potential. The work must be reachable from the child's current level, but the goal is to always stretch the child. After initally assessing the child (1 hour), targets are negotiated, and all activities following this focus on these targets. After 10 sessions, I like to evaluate the progress made.
Based on my experience (working with the Year 5/6 children at my current school for the past 5 years), 10 literacy sessions should mean at least 1-2 sub-levels (in the old system of levels) progress (i.e. a child is supposed to make about 2 sub-levels of progress every year at school, so this would normally equate to about 6 months-1 year of progress in 10 sessions), while 10 maths sessions should expect even quicker progress (on average). However, I have had a child make 5 sub-levels of progress (about 2.5 years of progress) after only 5 sessions, but every child is different, and it realistic to only expect 1 or 2 sub-levels of progress normally. Very few children make no measurable progress after 10 sessions, but this has only happened with children with extreme learning difficulties or memory retention issues (Also, please note that progress for these children has been made, but may not be measurable using the old level system used in th UK).