Troy

I started my career as a teaching assistant for 4 years.
I ran small intervention groups and worked closely with SEN/EHCP students as a one to one. I loved the work that I did and decided to take the next step and become a full time teacher. I undertook a Primary SCITT (5-11 years old) which allowed me to combine my learnt knowledge to real teaching practice and obtained mt QTS in Primary education.

Overall, I have 8 years experience working with children and I have an enhanced DBS Check which is on the DBS Update Service.

I prefer to teach English or Math at primary level however. I have knowledge of all the primary curriculum subjects so I am open to teaching other primary subjects. I can also offer tutoring with GCSE writing. A real passion of mine.

Tutoring Experience

I currently work with children between the ages 7-11 and tutor children after school and on the weekends up to GCSE level. I prefer online work as I can sometimes incorporate group sessions at the same time.

I have worked with children experiencing Social and Emotional difficulties. These include: Behaviour Difficulties, Autistic Spectrum Condition and Attention Deficit Hyperactivity Disorder. I have also worked with children who struggle in a classroom environment and flourish under a one to one tuition.

Tutoring Approach

I always use formative and summative assessments to better understands the gaps that need to worked on. Also, Work will always be differentiated and good questioning used to check on understanding and misconceptions.
>First building a relationship with the student and parent is essential for learning to progress.
>I apply my knowledge of theory, research, pedagogical approaches and teaching styles to my work and personalise this to the individual child depending on their needs.
>I like to break the lesson down into smaller chunks to help all students to understand and not become overwhelmed with information. Adapting the lessons to better suit their pace and understanding. This is in line with the Rosenshines Principles.
>Once I know what the individual needs support with I will make my own mini assessment to identify the focus point and through use of questioning and retrieval build confidence in the students understanding.