I am an experienced teacher who has taught in mainstream state secondary schools for 27 years. I am passionate about my subject areas but, more importantly, about the success of all of my students and my responsibility to help them to achieve to the best of their abilities. I have seen students who were demotivated, bored and confused by English and other subjects become excited, enthused and successful under my teaching and guidance - and that is the biggest reward of the job for me. I work hard for my students and I care about their success and their futures.
Mainstream classroom teacher in schools across four counties covering 27 years teaching English and English Literature from Y7 to Y13, KS3, GCSE and A-Level. Proven track record of success and high student attainment at all ages and ability levels. Head of department and executive head of department in three schools totalling eight years as a middle manager in schools, overseeing the planning and delivery of the English curriculum. Local authority English consultant in three counties and senior advisor for English in another local authority, working with hundreds of schools to improve the success of English teaching and resultant attainment by students. A member of NATE (National Association for Teachers of English) and regular attendee of national English training courses. Previous examiner for KS3 English and trained examiner for largest English GCSE exam board.
Successful tutoring begins with the student. I assess what the student knows, what they don't yet understand, what they enjoy, what interests them and why they think they are having problems with the work. I build on what they do know and can do in order to show them that progress is possible, that there is hope and that it can even be interesting or - dare I say - fun!
I build trust in the relationship so that when a young person becomes disillusioned they will let me take them through that to the next stage. I listen carefully and am sensitive to all of the emotional aspects of learning which can cause barriers; it's not a simple process and young people are not passive learners nor should they be treated as such. If I can overcome the young person's barriers to learning by being sensitive to their needs and abilities, I know that I can use my knowledge and skills in the subject to awaken and develop theirs. It's always a two=way process, but it begins with the student at the heart of learning.
|Languages||English (British), French, German, Spanish|
|References Available||On File|
|George Dixon School, Birmingham||1977||School||O and A levels|
|Edinburgh University||1982||Masters||Philosophy and English Literature|
|Bristol University||1989||PGCE||English (Secondary)|
|Unpublished feedback (Usually negative)||0|