I am a mum of two adult children and live with our cheeky but adorable house bunny,Thumper.
Tuition is very rewarding for me because I enjoy working with young people. With their whole future before them, they are often refreshingly full of new perspectives. Working hard to build a warm but professional rapport with my tutees, I have a high rate of A passes in Higher English.
I am a fully-qualified, GTC registered English teacher with over ten years of classroom experience. Moreover, I was an SQA marker for more than a decade. This included marking both critical essay for the exam board and Higher Paper 1:Reading for Understanding, Analysis and Evaluation (previously Close Reading)
I have taught in several schools in East Renfrewshire, including Williamwood and Mearns Castle.
In Reading for Understanding, Analysis and Evaluation (previously Close Reading), my experience as an SQA marker provides tutees with an invaluable insight into exam strategies needed for success. Certainly, this experience leads me to use a specific question type / specific formula answer approach. Tutees are encouraged to identify a particular question type, e.g. 'the context
question', and then use the appropriate formula to gain maximum marks. Thereafter, the tutee is asked to practise this particular type of question whilst also undertaking whole close reading passages containing said question type.
In the critical examination of literature, particular attention is given to structure and developing a mature, yet fresh, personal response. I tend to adopt a modelling approach. Effectively, the tutee is given guidance to draft a first core essay on a given text, say, for example, 'Romeo and Juliet'. Using this exemplar, the tutee is then assigned further essay questions, drawing upon this core essay as a guideline. Support is given throughout the writing process and constructive feedback is offered in the form of stage-appropriate targets to ensure progress.
|Availability||Weekends, Weekdays (all times)|
|References Available||On File|
|Unpublished feedback (Usually negative)||1|