Montgomery English Tutors and Montgomery English Tuition

Personal Description:
I am a confident and enthusiastic person; with a pleasant attitude towards children. I have a 'ready-to-learn' personality and willing to gain both practical and theoretical experience in the Foundation stage learning programme and several other professional developments in Private Tutoring in Mathematics. I make the teaching and learning process a pleasant experience for my students and myself.

Teaching Experience:
I have worked as tutor with both kids and adult from age 5-40years both in the UK and Nigeria. CV will be attached if allowed

Tutoring Approach:
Practice qestions to be given after thr explanation and student tokeep practising them until they are confident in themselves that they are able to face any mountain of questions.

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Personal Description:
I specialise in Maths, English & Science at GCSE level and AS/A-level Maths. I cover all 3 main exam boards including Edexcel, AQA & OCR. I also tutor for 11 plus entrance exams including Verbal Reasoning, Non Verbal Reasoning, Maths and English. I have a high success rate for entrance exams for Grammar & Private schools within South East England.

I have 8 years tutoring experience and am qualified to post graduate level. I have achieved over 90% for most of my A-level modules and `A` grade for GCSEs.

I teach out of a dedicated office space at home. I am available weekday evenings and Sundays and hold a current CRB clearance certificate. A free trial lesson for new students can be arranged on request.

Teaching Experience:
With over 8 years tutoring experience, I am very confident in my teaching. I am qualified to post graduate level and am a high academic achiever.

Over the years I have developed various teaching techniques which I adapt to varied level of abilities in my students. I prioritise on student`s weaknesses and explain key concepts in a way which they understand.

Tutoring Approach:
My teaching is in accordance with the exam specification requirements and I focus on what the examiners expect. Each lesson is tailored to meet the needs of each individual student.

I believe past paper practice is essential in ensuring students experience exam environments and get familiar with the format of questions. I have seen a dramatic improvement in my student`s performance improving from E to A grades.

I provide access to a range of preparation material such as past papers, topic specific worksheets, recommended workbooks etc. for my 11 plus entrance exam students. I explain all techniques required to do well in the entrance exams, rather than relying purely on past papers only.

I give weekly homework to my students to ensure learning during the lesson is not forgotten and is reinforced. Regular assessment and review of topics covered previously helps to ensure progress is being made

I have a track record of enabling pupils secure a place at their chosen school and achieve a high grade at GCSE and key stage level. I achieve this by focussing on the pupils weaknesses and explain key concepts and techniques in a way which they understand.

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Personal Description:
Specialist in GCSE English who gains excellent results in both language and literature. Current Head of Year.

Can teach both Edexcel and AQA English language and literature.

I have completed an LLB Law degree and have furthered this by undertaking a Legal Practice Course. Having previously worked as a Legal Representative for the Home Office I have now left the legal profession; I am now a full time English teacher at a secondary comprehensive school in Dartford. I also volunteer as a local Magistrate. I made the decision to change career as I enjoy working with young people and I feel that tutoring is something that is underrated and hugely beneficial. I have a full enhanced DBS check.

Teaching Experience:
I currently have 12 years experience of one to one tuition.

Having left the legal profession I am now a full time English teacher at a secondary comprehensive school.

I offer tutoring in GCSE and KS3 English; Post 16 Law and IB Film.

Tutoring Approach:
I believe that tutoring is a very important concept for some children. Students benefit hugely from one to one information and reinforcement; and it may be a far more effective learning strategy than classroom teaching. I think it is important to first gain an understanding of where a child's strengths and weaknesses lie, in order to focus on the areas which perhaps need improvement. I also value a child's input as they are good judges of what they feel they do well and what they may need help with. The tutoring sessions will move at a pace that the child is comfortable with, and help with homework and coursework will be available. For GCSE and A-Level tutoring of desired essay structuring and revision strategies can be discussed and learned, as these are often overlooked in schools.

I feel that tutoring outside of school may help improve a child's confidence within a school environment, be this in the work itself or in class discussions and for them as a person. It is not always easy for a child to speak up at school, and if they do not understand this may result in them falling behind. As a tutor I am able to reinforce school work at a pace more appropriate for the level of your child, and allow them to develop and learn in a way that is suitable and enjoyable for them.

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Personal Description:
I decided to start tutoring after my experience in trying to get tutors for my own children. As a professional working internationally I thought it would be easy to hand over this important element of their education to someone with both experience and patience. My notion was quickly turned on its head. The Tutors I found taught textbook style with the one shoe fits all approach. My children and others didn't fit into that mould. I very quickly realised that I could do a better job and took the role in house, initially teaching my own daughters before extending out to their friends.
To date I have tutored over 50 children who have gone onto their chosen schools and streams. I believe that tutoring should be about delivering skills to children that they can carry with them throughout their young lives and provide a solid platform on which to develop.

Teaching Experience:
Have tutored key stage 2 and 3.
11 plus students and common entrance applicants.
Recently started to tutor mildly dyslexic students in English comprehension and Language.
Currently writing essays for publication in English Literature and Sociology and Business GCSE and AS level. As well as E papers for 11 plus students.

Tutoring Approach:
I love seeing peoples enthusiasm toward a subject which I also share the same excitement towards however I am also passionate about helping people who may need help or are looking for methods to improve their skills in these topics.

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Personal Description:
I have a BA Honours Degree in English Studies from Aleppo University in Syria in 2000. I embarked on two Postgraduate Diplomas at Aleppo University one in Linguistics (2002); the other in Education and Qualification in 2003. In both of these Diplomas I was awarded a Distinction. In 2002, I was fortunate in gaining a scholarship to study in the UK and was nominated to study in the department of Language and Linguistics at the University of Essex. I found this course to be immensely useful to me as a TESOL (Teaching English to Speakers of Other Languages) professional as I was able to observe a range of different EAP (English for Academic Purposes)classrooms; make academic presentations and really developed my love of scholarship which fired me with the enthusiasm to read for a PhD degree. I finished my doctorate in TESOL at the University of Ulster entitled "EAP Teachers Approaches to Giving Written Feedback on Academic Writing in British and Syrian ELT Centres". . I am extremely interested in teaching the language skills (as my recent doctorate shows). I am extremely hard working and sociable. I have good comparative knowledge of Western and Islamic societies which I could share with students where pertinent. I also have two qualifications from Ulster University in Peer Mentoring and Counselling.

I have strong interpersonal, communication, and classroom management skills and self-motivator. Apart from being an interesting experience in itself, tutoring is an ideal opportunity for me at this stage of my career as the area of this job is interesting to me and I have got the enthusiasm and motivation and energy to do it well and to develop things.I would like consider offering online tutorials (email writing tutorials for students who can not attend some classes).

Teaching Experience:
In the Diploma of Education and Qualification, I have been trained how to teach and how to deliver lectures in Arabic and English and also how to prepare lesson plan. I have experience of teaching university students in Syria as I was a lecturer at Aleppo University from 2002 to 2013. I enjoy teaching and lecturing and love my profession as I am particularly interested in communicating with individuals and groups. My colleagues and supervisors all say that I am a natural communicator and this, coupled with my knowledge of the field, leads me to think that I would make a good teacher. My mother tongue language is Arabic, yet my knowledge of written and spoken English is very good as well. I am also interested in materials design and curriculum development in ELT and could make useful contributions in these areas. I have also specialized in ESP, Materials and Methods in ELT, Language Teachers in Classrooms and Vocabulary and would be interested in teaching international students. My job in Syria was delivering pre-sessional programmes in academic English language to Syrian postgraduate students. Those students have to attend some EAP and ESP courses and pass the final exam which will enable them to pursue their high studies in Syria or in some English speaking countries like UK, USA and Canada. My teaching experience gives me a deeper insight and understanding of actual teaching/learning contexts. When I did my MA degree at Essex University, I taught some international students as part of the "Teaching Practice" module. I have been trained how to write a lesson plan for international students and how to use the PowerPoint for delivering lectures. Furthermore, I am very au fait with technology in the classroom.

Tutoring Approach:
It is the application of an integrating approach for the development of communicative skills in the lesson, in which the four skills in the acquisition of knowledge of a foreign language can be taught in a coherent way, and practiced together, with a distinction of the importance of one upon the other. One image for teaching English as a second or foreign language (ESL/EFL) is that of a tapestry. The tapestry is woven from many strands, such as the characteristics of the teacher, the learner, the setting, and the relevant languages (i.e., English and the native languages of the learners and the teacher). For the instructional loom to produce a large, strong, beautiful, colorful tapestry, all of these strands must be interwoven in positive ways. For example, the instructor's teaching style must address the learning style of the learner, the learner must be motivated, and the setting must provide resources and values that strongly support the teaching of the language. However, if the strands are not woven together effectively, the instructional loom is likely to produce something small, weak, ragged, and pale--not recognizable as a tapestry at all.

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Personal Description:
My name is Kay and I have 21 years' experience as a tutor in all of the following subjects and levels:

1) English at Primary level (Years 1 to 6), KS3 , GCSE (Language & Literature) and A level Literature.
2) Maths at Primary level (Years 1 to 6).
3) 7+, 11+ , 13+ entrance exams.
4) History at KS3 and GCSE level.
5) Piano - from Grades 1 to 5 , as well as learning for pleasure
6) Singing -from Grades 1 to 5., as well as learning for pleasure
7) Guitar- from Grades 1 to 3, as well as learning for pleasure.
8) Music Theory- from Grades 1 to 5.

I am now offering tuition on Zoom/Skype during the Lockdown.

I also have 26 written references from parents, for students of various abilities, across all these subjects and levels.
I have an English-related degree (in History- which included some English modules within the degree), and I have a Level 1 City & Guilds Teaching Certificate in English.

I also have a proven track record of improving student's grades, regularly improving them by 1 to 2 grades, often in less than 1 year's tuition. For example, in English, I recently tutored a student at GCSE level- he had been predicted C grades in both Language & Literature, but after just 8 months' tuition with me, he achieved an A in his GCSE English Language exam and an A* in his English Literature exam. This is typical of my success over the years as a tutor.

I use National Curriculum Resources for all tuitions. Furthermore, I have great experience tutoring all abilities from the gifted and talented to those with Learning Disabilities (I have regularly taught students with Dyslexia, Dyspraxia and Asberges).

I can either travel to the student's home or they can come to me. I am available to tutor on all evenings of the week, Monday to Friday, as well as in the daytime.I tutor through most of the School holidays, providing the opportunity for students to put in extra revision during these periods.

Teaching Experience:
As a full-time tutor, I have built up an extensive knowledge of the National Curriculum and the various exam boards.
I have also built up a wealth of National Curriculum Resources for English, Maths and History : my 3 main subjects.

For English, I have resources covering the following: Spelling, Punctuation, Grammar , Phonics, Vocabulary, Sentence structure, Comprehension and Creative Writing.

For Maths, I have resources from the very basics: Number Bonds and Counting up and down at KS1, to the 4 operations & main topics : for example Fractions , Decimals and Percentages at KS2 . Also, I have books for Gifted and Talented Maths students at the top of KS2 level.In addition, I have an extensive resource base of past exam papers in all subjects and levels.

For History, I have National Curriculum Resources for the various exam boards and plenty of past papers.

Tutoring Approach:
I am a firm believer in making students feel at ease in the lessons, and in offering plenty of encouragement during the tuitions to build the student's confidence in the subject I am teaching.

I generally teach a topic to a student , and then set practice questions for the student to attempt based on my teaching.I am open to setting homework for the students, but always liaise with the parents as to whether they want their child to have any and if so how much.

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Personal Description:
I am a Depute Head Teacher based in the Motherwell area. I have fourteen years teaching experience with ten of those based in the classroom. I have taught in a variety of primary and SEBN schools in North Lanarkshire. I use a wide of range of innovative, inspiring techniques and strategies to engage the young people in my care.

Teaching Experience:
I am a Depute Head Teacher in North Lanarkshire with seventeen years teaching experience. I was classroom based for ten years and have had the pleasure of teaching a variety of young people ranging in age from 7-16 years old.

I look to build positive and lasting relationships with all young people in my care and use relationships to develop an in-depth understanding of what the needs of each individual child is. I use this information to derive a detailed individualised plan to meet the needs of your child. In addition to this I strive to use an assortment of teaching tools and approaches to ensure all learners are confident in understanding what is being taught.

Tutoring Approach:
As a private tutor I strive to give your child a positive and enjoyable learning experience, in turn enhancing their self-belief and self-confidence in a classroom environment. I use both practical and interactive teaching tools to help make all areas of the curriculum clearer and easier for a child to understand.

I use current and up to date materials to help give your child a better understanding and grasp of the curriculum as taught in his/her own classroom.

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Personal Description:
As a child, I learned by being told, by beatings, shaming and a strict examination system. As you can imagine I didn't learn much that I could later apply to my academic life. As a result, I became an inveterate learner, always interested in learning the next thing. At one point, the drive to learn was because I didn't see myself as being good enough. Later on, that drive became an interest in discovering my own abilities as well as about helping others. I have now learned so much about how not to teach that I have gained good insight into how learning happens. I am keen to ensure all my learners learn how to learn and understand how to apply what they discover.

Teaching Experience:
My background is in teaching, training and facilitation. I have over 25 years experience of teaching in different forms having worked within primary, secondary and further education settings. I am an NVQ / TAQA assessor and trained and assessed Parenting Practitioners and other candidates up to Level 5 in Health & Social Care. I have specialist skills in Personal Effectiveness subjects such as Report Writing, Speed Reading, Presentation Skills.

Tutoring Approach:
Being a private tutor used to be the preserve of only those with the highest qualifications and the greatest experience. Now all that's changed.

However good a tutor is, the learner needs to be astute in order know if the tutor is a good match for her / him. Importantly, making the right choice can be complex.
Here are three tips to help you decide if I am or someone else is right for you. The following tips describe how I teach and how I will enable you to be an independent learner.

1. Look for a tutor who can teach you how to learn
Here's a funny thing… learners study a subject, sometimes for months and years and can come away with no long-term memory of the underpinning principles of the subject. As disturbing, they have no ongoing understanding of the subject. They are unable to apply what they tried to learn. This is easily resolved by clearing up past issues with learning. In Applied Scholastics it is now well known that if as a learner, you are helped to do so, you can learn any subject. This is central to how I teach.

2. Look for tutors who understand the main barriers to learning and can help you overcome them
There are three main barriers to study. They relate to confusion over an idea, missing out critical steps and having unclear ideas about the subject under study. Gaining a day to day facility with overcoming those barriers is key to effective and efficient study. I use these methods to help my own reading and study. I will introduce them to you so that you can use them too.

3. Look for tutors who can help you find the information you need so that you keep expanding your own understanding of the subject

Sometimes, a learner during a course of study will find that s/he wants to give up. Have you ever experienced this? Whenever that happens it is because there is something - an idea, a symbol, a form of punctuation, the use of a word, or something else - that you did not understand. Without the proper factual information on this and without the correct knowledge of why and how this happens, the learner will struggle. Without knowing what remedies to apply, the learner will give up.

When you study, you are investing time and energy. In this case, money too. If you want to discover more about how you learn, what your barriers to study are and how to understand more, you will benefit from being an independent learner. That will repay your investment.

Those three critical points should help you decide if I could be right for you. They briefly describe the way in which I would work with you and enable you to be an independent learner.

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Personal Description:
I work in tutoring, teaching and PhD proof-reading. I am currently working in local colleges as an English GCSE teacher. I am currently tutoring students in English GCSE and A-Level.

I am also tutoring younger students in their creative writing. I am interested in drama, poetry and art. I have performed spoken-word poetry in Manchester and headlined a couple of nights.

I have 12 years' experience teaching A-Level and GCSE English, as well as tutoring and teaching Latin. I also have experience of teaching English to other language speakers. I have also worked with adults taking the written elements of practical exams, such as massage and nail-tech.

Teaching Experience:
I have worked for six years as a tutor to students aged 10 and over, helping with English, Maths, Latin and Creative Writing.

For the past ten summers I have taught university entrance and study-skills at Southampton University, helping students to improve their essay-writing and critical reading.

I am also confident in being able to explain English grammar and writing structure in a fun and interesting way and I can also help students prepare for university courses and to study A-Levels and Access courses.

I have also taught Latin, Study Skills and GCSE Maths. I have designed and run a Latin evening course, as well as several programmes of creative writing for children.

Tutoring Approach:
I like to make lessons interesting and encourage students to work creatively. We can work together to discuss an upcoming or recent exam and look at the strategy. We can also look at the syllabus and decide which aspects to focus on. Often it helps to work on structure and on managing time effectively in exams.

I believe that learning can combine fun and practical skills, such as self-editing, lateral thinking and creativity. These skills will help students pass formal exams through overall writing confidence.

Students need to enjoy the subject in order to understand it fully. When they approach questions from a position of confidence and relaxation, they can answer them more effectively. This sometimes involves discussion of the topics involved, especially when studying literature.

A tutor works best when they are providing an alternative to school-based education and a good tutor will enable their student to explore around a topic and to discuss any particular issues and concerns.

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Personal Description:
Ciao! I'm a native Italian speaker fluent in Italian, French and English, with a First-Class Honours degree in Humanities, specialising in History and English Literature. Since 2014, I've been helping learners of all levels develop confidence and fluency in English and Italian-from beginners taking their first steps to advanced learners refining their mastery.

I bring more than just expertise to my lessons-I bring a deep love for language and its structure. My teaching is tailored to each student's goals, pace and interests, fostering a dynamic and collaborative environment. I believe that great teaching is a two-way exchange: both tutor and learner grow through the journey.

Whether you're preparing for exams, brushing up your conversational skills, or simply exploring a new language, I'd be delighted to support you!

Teaching Experience:
Ciao! I'm a passionate educator with over ten years' experience helping learners grow in confidence, language skills, and exam success. I hold a First-Class Honours degree in Humanities (English and History), a TEFL qualification, and I'm currently training towards a PGCE in Lifelong Learning-giving me the tools to support both young learners and adult students alike.

For GCSE students, I provide clear, structured support in English Language and Literature, helping learners approach exams with confidence and clarity. My sessions are tailored to your goals-whether it's mastering unseen poetry, tackling tricky grammar, or refining essay technique-with an emphasis on building skills that last beyond the classroom.

For Italian-speaking adults, I offer a warm, welcoming space to build your English or Italian skills at your own pace. Whether you're learning for work, travel, or pleasure, I bring patience, cultural insight, and a flexible approach to make language learning enjoyable and rewarding.

Learning with me means engaging lessons, a supportive atmosphere, and progress you can feel. 📚✨

Tutoring Approach:
"I take great pride in helping learners-especially beginners-gain the confidence to understand, speak, and truly enjoy the Italian language. My lessons go beyond grammar and vocabulary, offering a gateway into the richness of Italian culture, history, and daily life. I aim to create a welcoming, engaging environment where curiosity leads the way and progress feels both natural and rewarding."
✨

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Personal Description:
Hello, my name is Robert. Learning and teaching in some form has always been part of my life; my personal motto is "Never stop asking questions....". I am a dad of two lively children (10 & 7), a primary teacher and a private tutor. I have a can-do approach to life and am never happier than when I am busy with my work or with my family. I play classical guitar, always have at least one book on the go, and love to walk in the countryside whenever our busy lives permit.

Teaching Experience:
I have 12 years' experience as a teacher, the first years spent gaining experience, the later years in positions of responsibility culminating in being appointed Head of Science responsible for delivering the whole of the curriculum to years 7 to 13. I taught Combined Science up to age 14, Physics and Chemistry to GCSE and Physics and Geology A' levels. In addition to my classroom experience I have a TEFL qualification which I put to good use while I was living and working in France for 12 years tutoring French people on a 1:1 basis. I taught both children and adults to learn English in the spoken and written word. Since returning to the UK just over a year ago, I have been working as a supply teacher in local primary schools delivering the complete curriculum, and I have started my own tutoring business and have a number of students whom I see after school for Maths and/or English tuition.

Tutoring Approach:
I believe the greatest benefit of 1:1 tutoring (or tutoring small groups), is that it is so much easier to tailor the learning to the student's needs, aiding understanding and building on that towards mastery of a subject. Progress is often swift because as has been so often stated, 1:1 tuition for an hour is probably the equivalent of several days in the classroom! My initial approach is to assess the student's needs in the first couple of sessions, using the information gleaned to build a program of study that is particular to that student. With regards to TEFL, having lived abroad for 12 years I appreciate just how difficult it can be as an adult to learn a foreign language, so I have great empathy with my adult learners and love helping them get to grips with our complex language.

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Personal Description:
I am a Senior GCSE and A-Level English Examiner with 15 years of teaching experience, including as Head of GCSE and A Level English at an online independent school.

Teaching Experience:
I mark and moderate the exams your child will sit. As a senior examiner and a Head of English who has led both GCSE and A-Level courses, I teach exactly what the mark scheme rewards. In 15 years of teaching, lecturing and tutoring, I have helped students at every level, from securing a grade 4 pass to turning strong candidates into 8s, 9s and A*s.

Tutoring Approach:
What families get from me is every essay assessed the way a real examiner assesses it, with precise, mark-scheme-based feedback. I build confidence built through patient, encouraging teaching.

I offer a structured programme for exact board and papers, including mocks and November English Language resits.

Each lesson targets one high-value skill, such as how to structure a Paper 2 comparison, what separates a grade 6 analysis from a grade 8, how examiners actually apply the AOs. We then apply it to your child's own writing.

Students typically complete one practice question between sessions, which I mark with examiner-style annotation so parents can see exactly where marks are gained and lost.

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Personal Description:
PLEASE SEE 'TUTORING EXPERIENCE' BELOW FOR THE MOST IMPORTANT PARTS OF THIS PAGE, THE RESULTS AND FEEDBACK

I am an Oxford graduate (English language and literature, first class), as well as a qualified English teacher, and have been tutoring since 2013. My specialism is A-level English literature.

Please get in touch for online English tuition, particularly if you are or your child is

• Preparing to take A-levels in 2026/27
• Doing coursework
• Working on the basis of continuous assessment, mocks, etc.
• Or planning to do / doing an English degree

I graduated from the University of Oxford with a double first in English language and literature, winning the prize for the best performance in English finals at Mansfield College, and the college essay prize. At school, I was awarded eleven GCSEs at A-star and three A-levels at A.

As well as tutoring, I have worked as a researcher, a copywriter, and a proofreader. I have also completed a PGCE in secondary English at the UCL Institute of Education, the highest-ranking college of education in the world ('QS World University Rankings'), during which I taught all age groups at two west London secondary schools, and received A's for my master's-level assignments. I am currently pursuing a PhD in English literature at the University of Buckingham.

As well as English tuition at any level, I can help you or your child with the following:

• Oxbridge entrance (the admissions process, practice interviews, the ELAT, etc.)
• Essay surgery - how to structure and write an essay
• How to revise - note-taking, organisation, making connections, committing to memory
• Grammar, punctuation, and style (a.k.a. 'usage and abusage')
• Speech-writing and public speaking
• Proofreading and redrafting essays
• Suggested reading and resources, including access to my library of 'TES' resources
• Creative writing
• How to annotate, analyse (and enjoy) English literature - sometimes known as 'close reading' or 'practical criticism'
• If you'd specifically like written feedback on your writing - more like a correspondence course - then I can also provide that.

In my spare time I enjoy cycling, writing, and photography.

Teaching Experience:
I have been tutoring since 2013, teaching English at all levels (including degree level), as well as A-level religious studies and classical civilisation. I have taught AQA, Edexcel, OCR, WJEC/Eduqas, and CAIE (Cambridge International), and am constantly familiarising myself with the new texts that my students are studying. I have experience helping students who have autism and ADHD. And I am interested in the role of generative AI and large language models in education, not to write students' essays for them, but as research assistants for students and teachers alike. It is of course important that students do not get the likes of ChatGPT to write their essays for them, among other reasons because they will not be able to do so in the exams. Tutoring is well placed to discourage this, since it has always been my practice to ask my students many questions about every essay they write.

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A student, June 2025: 'thank you very much for all the sessions! It has not only boosted my confidence in English literature but they really reminded me of how much I love the subject. It's always a pleasure to discuss nuance readings of the texts, and it has been a great help leading up to my exams.'

Charlotte, a parent, June 2025: 'Thank you so much for all your help and support for [L.]. We are so grateful for everything you have done with him and wish you all the best.'

Ann, a parent, June 2025: '[Z.] has thoroughly enjoyed her lessons with you and has gained so much from your guidance. We're very grateful for all the support you've given her.'

A parent, May 2025: 'Thank you so much again for everything you've done to help [G.] prepare for these exams - he has really enjoyed his sessions with you and he and we really appreciate your support'.

A parent, May 2025: '[N.] just received the below. It's an A* if the grade boundaries is same as last year. She couldn't have done it without your help. We really appreciate it.'

A parent, February 2025: '[S.] is really enjoying studying with you and has gained a lot of confidence in English. I truly appreciate the effort and dedication you put into teaching.'

A student, January 2025: 'thank you ever so much for your kindness and creative encouragement the past months. What is very special about you as a tutor is that you have never told me "what to write". Instead, you have asked me questions about my work that have led me to discover what I truly wish to write'.

Kate, a parent, December 2024: 'We're so pleased [G.] is enjoying his sessions and seems to be really motivated to read widely in between sessions, is making useful structured notes (which he didn't do before) and his confidence and awareness of what he needs to do when essay writing is really building. Thank you!!!'

Eleni, a parent, December 2024: 'I just wanted to let you know that [D.] received an offer […] today! She is super happy! […] I wanted to thank you again as [D.] found your sessions incredibly helpful and inceased her confidence during the exams process.'

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A-level results, August 2024:

'I wanted to write to say a huge thank you to you for all the help, support and inspiration you have given [E.] over the past year. You have not only given her the technical advice and support to help her make the most of her essays and exams, but more importantly you have helped her keep the love of the subject alive. I know a big part of the reason she is so excited to study English at university is because of how much she has enjoyed your conversations, and how you have helped her to consider texts in a way that the rather narrower scope of teaching at school does not allow. I am so very grateful to you and I really appreciate all the time and effort you put into her sessions - thank you so very much. […] You've been so great, and any other student/parent would be lucky to have access to your teaching.'

'I have just opened my results and am happy to confirm that I am off to Bristol this September with an A* in English! I just want to thank you again for making this possible.'

'I got an A in English, and will be going to Exeter, so mission accomplished. I wanted to thank you for all your help, not only for helping me to get what I needed, but for giving me back my confidence and enjoyment of the subject in the process.'

'Just to let you know [I.] got her results this morning and achieved an 'A' in English. We are over the moon […] Thank you again for all your help with the English, it's much appreciated.'

'thanks for your help this past academic year! Got two A*s in English and Philosophy'.

'I got a B and I was accepted into my firm university (Durham) which I am very happy! Thank you for all your help and support.'

'I was really happy to receive […] A in English Literature […] I secured a placed at my firm university. I will be studying English Literature at Durham University this September and I am very excited! Thank you so much for all of your support, I really appreciate it!'

'i got into Warwick with […] an A* in English!!!!! I am very happy :) Thank you for all your hard work, wisdom and wit over the last year or two'.

'Thank you so much for all your coaching and advice that you shared with [L.], it made such a difference to his confidence leading up to his exams. He is (as are we) delighted with his English result.'

'an A awarded in English […] so she is off to her first choice of Edinburgh University to study History of Art and English Literature.'

'Results day went well and I'm going to the university of Kent. Thank you so much again for all the time spent helping me to prepare for my exams it means a lot I'm very excited to continue my English literature journey.'

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A student, June 2024: 'Thank you so much for being the most amazing English teacher! It has been an immensely rewarding and interesting journey exploring so many books […] I have learnt so much from GCSEs to continuing with more amazing literatures in A-levels'

A student, June 2024: 'I […] wanted to say thank you for the tremendous help you have provided with the English content throughout the A level period. The resources that you provided for me were quite helpful in refining my knowledge in many areas of the syllabus so thank you very much.'

A student, May 2024: 'I've just received the results for my english coursework and wanted to thank you for all the help and feedback!!'

A parent, February 2024: 'your help has kept her love of the subject and her enthusiasm alive and I can't thank you enough for that.'

A parent, February 2024: 'You were such a huge help to [S.], we will always be very grateful to you.'

Kath, a parent, February 2024: 'We would both like to thank you for all your invaluable help, especially all the helpful feedback on the coursework essay. [S.] has definitely learnt a lot and grown in confidence, especially in her knowledge of Twelfth Night.'

A student, January 2024: 'I just wanted to let you know that I got an offer from Oxford! Thank you so much for checking over my personal statement and all the help that you have given me since GCSEs. I really enjoy our sessions every week, the discussions keep me constantly creative and thinking.'

A parent, January 2024: 'Thank you as always for all your continued help and support for [E.]. I know she gets a tremendous amount from your sessions and I'm very grateful.'

A student, January 2024: 'Just emailing to let you know I did get an offer from […] Cambridge yesterday so thank you so much for all your help! It is really appreciated and I'm really looking forward to starting my degree in October!'

A student, December 2023: 'So thank you so much again for all your help; your insights have been very useful and I have really enjoyed talking about literature with you.'

Tara, a parent, November 2023: 'you are really helping [R.], he is becoming much more confident. Thank you so much'.

Paula, a parent, November 2023: '[M.] is always delighted with your teaching. You are asking questions no one else does. My husband and I see her grow academically after every session with you.'

Liz, a parent, October 2023: 'Thank you so much for all the work you have done with, and the kindness you have shown, [E.] to date. She really enjoys her sessions with you, and you've helped keep her enthusiasm for English very much alive. I'm so grateful.'

Kim, a parent, August 2023: 'I cannot tell you how happy we all were and your help was clearly instrumental in that. Not sure if he told you but he got 12 points above an A* and it was his best A level result!'

A student, August 2023: 'I really enjoyed our lessons and think it has really helped prepare me for the Oxford style tutorials.'

A student, August 2023: 'wanted to let you know I ended up getting an A* in English, thanks so much for all the help!'

Mark, a parent, June 2023: 'Many thanks josh for your help this year. [E.] has said to me it has really helped, you started assisting her at a time when she felt behind her class mates for the whole of the first year, having switched to English half way through term one.'

Melanie, a parent, June 2023: 'Thank you so much for all your time and effort with [T.]'s English literature. She really enjoyed your sessions together and it really boosted her confidence and inspired her to think more deeply and critically about the texts. It also confirmed that she is happy and excited to study a literature based course at degree level.'

*

A-level results, August/September 2022:

'[L.] came home from university yesterday to attend her school prize giving ceremony, and this morning as she was leaving she asked me to let you know that she won a special prize in English […] Until last night, she wasn't aware of any of her awards, apart from her scholarship, so it was all a lovely surprise. Furthermore, the essays she wrote in her A level English exams have somehow found their way into her teachers' hands; they told her, with beams of pride , that the three marks dropped overall were actually in her *non exam* assessment, so 30/30 in all questions across all papers under exam conditions, something she had never achieved before. She had admitted to me in the aftermath of the exams that when she was writing her English papers she had really enjoyed the process, her thoughts flowing pretty effortlessly on to the paper. But she had also worried this stream of ideas might not be fit with the mark schemes. […] she […] wanted you to know about her prize, as she thought you'd be pleased, and she also wanted to say thanks one last time for your inspirational teaching that led to it.'

'I got AAA* for my results much higher than my predicted! particularly for english'.

'[G.] got an A star in English. And is off to Oxford. […] Thanks so much for everything - you were honestly amazing and really helped her get there'.

'[L.] got 3 a stars and an A star as well in her EPQ. Her highest marks were in English Literature ( 197/200)'.

'I achieved 4A*s in my Alevels - one being in English Literature. My teachers also let me know that I got full marks in both the exam papers'.

'[T.] smashed English Literature, A* […] she is absolutely over the moon . Thank you so much for all the work you put in with her !'

'I got a D[distinction]2!!! […] I got full marks on my PI!'

'I got an A* in English!!! Thank you so much for all of your help I wouldn't have been able to do it without you!'

*

A student, January 2023: 'Just wanted to let you know I got an offer from Cambridge, thank you so so much for all your help.' And Kathryn: 'You were such a great help to [E.] in her preparation for the Cambridge application and interview and we were all delighted when she was offered a place this week. Thank you for all the support you gave her.'

Shaun, a parent, January 2023: '[E.] has found the sessions really very helpful (and has enjoyed them!)'

Guifang, a parent, December 2022: 'From what I hear from [S.], she really enjoys her discussions with you, it's really one of the highlights of her week.'

A student, November 2022: 'I'm extremely happy to tell you that I received an 8.3 for the literary review […] Thank you for explaining to me what a literary review is […] I remember whilst working on it I was so worried about my grade, but it appears I've survived.'

Deborah, a parent, September 2022: 'a huge thanks again to you for all your work with [S.]. I know he has been in touch to let you know that he got 9s in both English Language and Literature. He was over the moon - well beyond his best hopes, so thank you again for being instrumental in helping him attain those grades.'

Karen, a parent, August 2022: 'Both my girls really like your way of teaching and talking to them, they feel really listened to and respected for their opinions (as well as respecting yours obviously), so thank you :)'

Helen, a parent, July 2022: 'Thanks so much for all the help you gave [J.], he really benefitted from the sessions he had with you.'

Tara, a parent, June 2022: 'Thank you so much for all your help and patience - I think you have been brilliant for her confidence. She found English exams really very difficult before she started talking to you and it's amazing to see how much calmer (relatively speaking!) she has been going in to her A level English papers. Whatever the result, her sessions with you have definitely helped her to enjoy English again and I'm really grateful.'

A student, June 2022: 'This is incredibly insightful and thought provoking feedback. Thank you so much.'

Mei, a parent, June 2022: 'She found your lessons very helpful and always remarked to me how much you went the extra mile for her ; looking up and sending on links to whatever you'd been discussing. Much appreciated!'

Marguerite, a parent, June 2022: 'Thank you so much for all you've done for [T.] in the past year . […] you are a very talented teacher.'

Monica, a parent, June 2022: 'You have been an absolutely wonderful tutor to [L.], and how time has flown since she first met you! […] Many a time she has needed someone to talk to, not so much about AO1-5, but rather about the beauty and burden of literature and life. You have always been willing to do that, and she is richer for it.'

A student, June 2022: 'Thank you for teaching me for the last year; I have enjoyed our lessons and I feel I have grown as an English student, with thanks to your teaching.'

A student, April 2022: 'I received an 8 for my essay!! I want to thank you for your tutoring on Keats and Wordsworth- I wouldn't have gotten such a grade without it!! […] I learned tons because of you.'

Ngozi, a parent, March 2022: 'Thanks for everything that you're doing for [G.] - it has been very helpful.'

A student, February 2022: 'Really, thanks so much. Was such a good and efficient service. Your feedback looks really good and I'm going to implement it today. […] Thanks again for doing this on such short notice'.

Deborah, a parent, October 2021: '[S.] said you make it really fun - he said at school his energy goes down in English lessons and with you it goes up! So that is praise indeed from a teenage boy!'

A student, August 2021: 'I got the A grade ! I'm so pleased, thank you for all the help and the essays really paid off :).'

Monica, a parent, July 2021: 'As would be expected from his first class qualifications, Josh is extremely intelligent. However, in my opinion, he has a a very particular advantage over others of a similar academic background, namely his ability to exhibit an authentic interest in the ideas his students express. He is always kind and encouraging, but without sacrificing rigour; this approach has had a hugely positive impact on my daughter when speaking, writing and reading. Furthermore, Josh has introduced her to a range of authors, poets , films and philosophical thought, thus enriching her far beyond the school curriculum. In the future, my daughter will undoubtedly look back on her time with Josh with both fondness and gratitude. I have no hesitation in recommending Josh as a tutor'.

Guifang, a parent, July 2021: 'I have know Joshua for 2 months and He has been supporting my daughter excellently through her GCSE courses, helping her to achieve a 9 in predicted grades. From this, Joshua has always been very serious with the work, needless to say, always punctual and gives detailed homework feedback. I know him to be a wonderful tutor to my daughter.'

Susan, a parent, May 2021: '[T]hank you so much for all your help with [N.] […] [N.] found your lessons extremely helpful which enabled her to enjoy and understand English in a greater depth […] it was excellent tuition . Thank you'.

Jamal, a parent, May 2021: 'Thank you Josh for all your efforts, you have greatly assisted [S.] in better understanding English Literature as whole.'

Zahed, a parent, May 2021: 'We are grateful for all your help and support. We are in no doubt that [A.] has improved a lot in English Literature under your guidance.'

A student, May 2021: 'I just got my coursework back and got an A in it. Just thought i should let you know thanks you!'

Margaret, a parent, March 2021: 'Thanks for helping [M.] to improve her English understanding. She really enjoys her lessons and chats!'

Chris, a parent, March 2021: '[R.] is benefiting immensely from your lessons and is definitely getting more confident in expressing his thoughts in writing! Thank you.'

Amanda, a parent, December 2020: 'Josh has really helped join the dots, encouraged a depth of questioning and ways to interpret and compare ideas, extracting and bringing fresh meaning to narrative styles and creative use of language. Josh has been a great support and steered [R.]'s confidence to look more thoroughly and develop a greater understanding all round. Josh has a kind, approachable style and encouraged [R.] with debating aloud and suggestions for further reading which all continue to be an invaluable help and inspire greater confidence in approaching exams and further reading in future!'

A student, December 2020: 'He helps focus my understanding and makes sure i understand the topic we are learning before moving on. Josh will make sure to ask you questions throughout the process and is always ready for your ideas even if you think it's wrong. He will set homework but makes sure to switch it up each week to make it more interesting and gives his feedback to help me understand what i need to do to improve.'

Diana, a parent, September 2020: 'Josh worked with my daughter for her A Level in English Literature. He was outstanding with his ideas and expanding her critical thinking. He went above and beyond to develop her analytical skills and as a result helped her obtain an A*. He is an absolutely lovely, gentle but dynamic and reliable tutor who has a rare ability combine his academic achievement with a natural talent for teaching. A real gem and we cannot thank him enough.'

A parent, September 2020: 'Joshua is an excellent tutor with great communication skills . He is very patient , helpful , approachable and takes time to explain everything clearly to my daughter . Joshua has been able to breakdown and explain in full detail all aspects of the A Level content.'

A student, June 2020: 'it's been great being taught by you, I've learned so many critical thinking skills in such a short space of time.'

A parent, March 2020: 'I can't thank you enough for everything that you've done for her - you've been the best English teacher she's ever had and she has loved her time with you.'

*

During my teacher training, I taught all age groups at two west London secondary schools.

While at Oxford, I was part of an 'e-mentoring' scheme to help candidates from schools without a history of Oxbridge applications.

At Christ College, Brecon, I ran two series of seminars, for sixth-formers studying RS and English literature. In English we covered 'The Tempest', Gothic literature, Pat Barker's 'Regeneration', 'Jane Eyre', Wilfred Owen, and 'The Canterbury Tales'.

Tutoring Approach:
I try to combine three things that I want my students to do, which are three forms of thinking: speak about complex ideas, read high-quality material, and write essays for which they will receive detailed feedback. For obvious reasons, lessons are weighted to speaking, and homework to reading and writing.

Speaking

Pedagogy's holy grail is measuring progress, which is difficult in a classroom and impossible in a lecture. Happily, the tutorial system allows this to occur continuously and efficiently via dialogue. Can a student re-express an idea they have heard or read in their own words? If the answer is yes, they have probably understood the idea. Hence the constant questions!

As well as understanding the ideas of others, speaking is essential for students to develop their own. I love the quotation from the novelist E. M. Forster, 'How can I tell what I think till I see what I say?' We improve the quality of our ideas through the process of articulating them.

For my part, quite a lot of what I say is explaining what texts mean. This might sound obvious, but great works of literature are complex, so, to understand their meaning, one's own interpretation probably needs the support of others' prior interpretations.

I sometimes like to break the question of a text's meaning into two: What's it about? And what's it really about? Answering the first question is comprehension, a necessary first step. To answer the second question is to understand. In 'A Streetcar Named Desire', for example, Blanche goes to live with her sister in New Orleans. She expresses a strong dislike of her surroundings and is frequently associated with images of water. She declines mentally and is eventually taken away. So what's the play really about? Blanche is a Romantic idealist who is disappointed with her life but still tends to imagine things in their perfect form. The play is about the human soul conceiving of things being as good as they could be (as if cleansed by water), reaching for the conception, and failing to grasp it - shuttling back and forth, in other words, on the streetcar named desire.

One thing I frequently encourage is making the link between those oft-cited elements of a good essay, themes and quotations. These are not unrelated ingredients, they are the text itself viewed from different distances. A theme (the desire to be cleansed) is a wide shot, and a quotation ('the land of the sky blue water') is a close-up. So the student of English has to practise their ability to zoom in and out.

Another way I try to support my students' studies is by making connections between the texts they are reading, which in my experience doesn't happen that much at school. Particularly at A-level, there are often many fruitful connections between the half-dozen or so texts being studied: the Romantics were devoted to Shakespeare and Milton, the Gothic is an aspect of the Romantic, the Aesthetic Movement drew on particular strains of Romanticism, etc. When these connections get made with reference to particular writers, they are no longer just isms. They make the material deeper and easier to understand at the same time. Towards the end of their school careers, students of the humanities should be able to get the sense of taking part in 'the Great Conversation that began in the dawn of history and that continues to the present day' (Robert M. Hutchins).

Reading

I regularly give my students PDFs of high-quality secondary material pitched at their level or just above it. Explanatory notes, commentaries, and essays can help with understanding, particularly when it comes to context. (And all exam boards have assessment objectives relating to historical context.) To know that a text was written during a particular period and what characterised that period is to have a mental scaffold that does not limit movement but frees it. In studying the humanities we are studying human culture, and no one can do that without a bit of structure. It also helps when thinking about texts in relation to each other - when writing a comparative essay, for example. I like to think of honing in from context to text, e.g. Romanticism (late eighteenth and early nineteenth centuries) > William Blake (1757-1827) > 'Songs of Innocence and of Experience' (1794) > 'The Tyger'. (What's 'The Tyger' about? There's a question!)

In my experience, knowledge acquisition operates according to the Matthew principle, named after a verse in the Gospel of Matthew: 'unto every one that hath shall be given'. In other words, the more you've got, the more you'll get. Every time you learn something about Romanticism, the greater will be your understanding of the poetry of William Blake. Your internal bookshelves expand - more connections, greater understanding. Reading secondary material is obviously 'extra', but it works to enhance students' understanding of set texts rather than crowd them out. Homer Simpson said, 'every time I learn something new, it pushes some old stuff out of my brain', and we laugh because it's not true. You can't fill up a brain, so the cliché about people's (particularly young people's) limitless potential is true. Every time you learn something new, you enrich your contextual understanding of everything else you have ever learnt. '[E]very moment is a new and shocking / Valuation of all we have been', as T. S. Eliot put it in 'East Coker'.

Writing

Speaking and reading are in a concrete way preparation for writing. If you think and make notes while speaking and reading, by the time it comes to writing an essay, the question should not be about what to say, but how to arrange the things you want to say. So annotation is an important skill. It's a bit like getting 'in the zone' for a sportsperson - students must practise getting there and staying there. I model the annotation process something like this:

Read with a pencil in your hand. What makes you underline? Something fires in your brain, so that you have a response - you spot a developing theme, you're reminded of another book, you agree or disagree, there's a word you don't know and need to look up, you like the way a sentence sounds. It could be anything. Read until you've underlined twenty words or sentences. Work out the three or four connections between the things you have to say, and you've got a paragraph plan. Work out the main thing you have to say, and you have a thesis for your essay, which, as you aim your paragraphs at it, will accumulate force.

A lot of learning (and life) is about noticing connections, so getting into the habit of doing so is something like learning how to learn. If a student has developed this habit, they shouldn't really have to think 'What shall I write?' in front of a blank sheet of paper or screen. The content of the essay will be a sort of emanation of prior thinking.

When it comes to giving students feedback, I keep in mind one of the best incites I heard early in my PGCE: attend to your students' writing as you would a piece of literature. This way, the marking progress becomes analogous to the writing process. What are all the things that could make this essay better? And is there a connection between them, i.e. what's the main thing this student needs to focus on? (I usually give feedback using comments and 'track changes' in Microsoft Word.)

Why study English?

It has been said that 'If you can think, and speak, and write, you are absolutely deadly', and I think that's right. Learning how to construct and articulate good arguments is learning how to impose ideas on the world. To the extent that English is about feelings, it is about their articulation, and there is a great deal to learn about how feelings have been and can be articulated. Moreover, because English is the medium of instruction in all other subjects, command of it confers a freedom to range through the history of ideas and discriminate between reliable and unreliable, including online. Language is a prerequisite for thought - doing English properly is learning how to think better.

Subjects

Personal Description:
Hi there,

My name is Dilafruz (Dilya) and I am originally from Tajikistan. My mother tongue is Persian Tajik and also, Russian.
Before I moved to London, I was learning English at university and graduated in Economics and Finance. My passion has always been to live in a city where I could practice and perfect my English.

8 years later, I have three young children (ages 2-7 years) and a baking business. I speak English fluently, have picked up Turkish through TV series and now learning Arabic online! I would like to share my passion for languages and Maths by teaching other children and assist them with their school work / studies.

Teaching Experience:
Not only do I tutor my own children and help them with their school work, but I teach my family friends children too.
In Tajikistan, I used to do babysitting part time which involved having study sessions with the kids after dinner. This involved tutoring and aiding them with their day-to-day homework in various subjects such as: Russian, Maths, History and Art.

Tutoring Approach:
I'm confident in taking lessons online as long as it's through video. My teaching approach is very interactive and only through facial expressions, can I truly see if my tutees are understanding the topics / subjects I'm covering.
My prior experience in babysitting and also having three children has taught me not only patience, but compassion and understanding. I maintain a positive and encouraging attitude at all times, so that my tutees also feel confident and are able to ask me questions without feeling intimidated. I'm also very organised and will come prepared for each lesson to ensure I make the most of the time I have with my tutee.

Subjects

Personal Description:
I am a hardworking, enthusiastic mother of a 3 year old boy. I am a Primary School Teacher and have worked with many children in variety of settings and roles. I am versatile and good at adapting to new situations. I am reliable and punctual and fair. I enjoy being with my family, caravan holidays, reading, watching a good film or series, swimming and going to Church. I am always keen to learn more and develop my knowledge of how children learn and develop through keeping myself updated with new initiatives and taking part in CPD training on various subjects. I also have a keen interest in History and read many books around the subject.

Teaching Experience:
I have worked with children since leaving school, it was always something I was passionate about. I became a Nursery Nurse and worked in a Nursery settings for a time and worked my way up to Base Room Manager. I worked for a long time in a Private Preparatory school as a Teaching Assistant where I completed my Degree in Early Years Education.
I then took a year out of work to undertake my PGCE to become a Qualified Primary School Teacher. I worked in a school in Ashford for my NQT year and then worked in a school in Stanwell for the next 4 years until I had my son, who is now nearly 3 years old. Since my son was born, I have worked as a nanny for families who allow a nanny with own child. My last role was for nearly 2 years but unfortunately my role was made redundant because the parents are now working from home and they no longer needed the level of support they needed before COVID. They will happily give me a reference if you would like to ask for details.
I am currently working with a family of 5 for 3 afternoons a week providing wrap around care. I also tutor their son who is 9 years old. He has made significant progress with his reading and writing.
In the last 4 years I have been tutoring primary aged children at the weekends, in school holidays, through lockdown and after school two days a week. I can provide references. I have taught both face to face and over zoom.
I am currently tutoring a child over zoom who is 5 years old. I make my lessons fun and engaging and she has made significant progress in phonics and maths. I have an extensive knowledge of Teaching Phonics.
I am interested in Tutoring internationally. I have had some experience of working with a child from China. I supported him with his learning from age 5-7 years. I also supported him with learning English.
My availability is mainly limited to daytime so my services may suit a child who is Home Educated.

Tutoring Approach:
I enjoy tutoring children because it means I can give them my undivided attention which means I can understand that particular child's knowledge and skills on a far deeper level. This is where my Early Years background really helps as I can identify different learning styles and adapt the way I teach to suit each child. This is very much a part of the Early Years Curriculum so I am used to being reflective and using different strategies to help children learn to the best of their ability. I enjoy tutoring because it allows me to see how children grow and learn and most of all gain in confidence so they are able to learn more effectively in all their subjects.
Throughout the session I will assess the child's progress and use this information to plan for the next session. As the spiral curriculum dictates I will also revisit past learning to ensure the child has a firm grasp of the concepts that have been taught previously. This is very important because often or not learning is lost in school because schools do not have time to go over lessons which results in children developing gaps in their learning.
I am confident with both face to face and on-line lessons.

Subjects

Personal Description:
I hold a MSc in Molecular Life Sciences from Université de Lausanne Switzerland and a BSc in Biology from Imperial College, specializing in Molecular Biology, Genetics and Neuroscience. Before this, I completed my A-Levels in Biology, Chemistry, Math (3A*) and Physics (A), successfully bridging knowledge gaps betweeen them and their counterparts within the Ontario Secondary School Curriculum.

I believe that science can be both fun to learn and personally beneficial to anybody. As such, I will offer tutoring in the four STEM subjects I have experience in. I will also tutor English, as a good command of the language can be as critical to understanding the sciences as the arts.

Teaching Experience:
From 2013 to 2015, I tutored 13-16 year olds in Ontario Secondary School English, Math, and Basic French, oftentimes also taking the subjects that I tutored. I also tutored an 11-year-old student Primary School English and Math from 2016 - 2017.

During my second year at Imperial College, I was a Peer-Assisted Learning program mentor, where I advised ~15 first year students how to do well in Biology coursework and exams, created activities to hone scientific communication skills, and provided constructive feedback on their coursework performance if requested.

Additionally, throughout both my degree programs, I regularly presented talks on cutting-edge Biology research to fellow students and non-experts. As such, I have experience in simplifying difficult concepts to lay audiences.

Tutoring Approach:
I am a patient individual who will tailor tutoring sessions to address the goals, needs and learning preferences of my tutees. This is so that tutees feel comfortable yet personally engaged in their learning.

Regardless of the strategy we adopt, I am one to emphasize grasping fundamental concepts, asking questions, and making connections between what is being learnt and what tutees already know or might find personally interesting.

Subjects

Personal Description:
Hi I am a qualified primary school teacher. Teaching is my passion and I am here to help students thrive in their learning journeys. I am a mother to a little girl and we love the outdoors, exploring new places. I like travelling to different countries and experiencing the culture, food and history.

Teaching Experience:
I have 8 years of teaching experience in both key stage 1 and 2. Most of my years spent teaching and preparing students for the 11 + and SATS. I use a nurturing and engaging style to my teaching and incorporate the constructivist approach, allowing students to take a more active role in the learning process, encouraging them to use their prior knowledge as a foundation for understanding new concepts.

Tutoring Approach:
My teaching approach is child-centred and I tailor my learning and style to the needs of each child. I create a calm and nurturing environment so that my students feel at ease and have a love for learning. I help children over come their learning hurdles by providing one-on-one teaching in a given subject, assessing a child's level of education and supporting the gaps. I teach a variety of students, from those who are particularly struggling with areas of learning, to those who are looking for a challenge.

Subjects

Personal Description:
Hello! I'm Kallia, an experienced, qualified teacher. I mainly teach English and support students of ages 4-18, in a variety of skills such as reading, writing, comprehension and exam practice.

I am currently in training to become a dyslexia teacher and hopefully progress into becoming a dyslexia assessor.

Teaching Experience:
I have taught in inner city schools since 2016, when I qualified. Previously I used to work as a teaching assistant rural and city schools, starting in 2013.

My teaching experience comes from teaching across primary full time, working as a reading and numeracy support teacher with SEN children of ages 8-14 and teaching English GCSE, iGCSE and IELTS to students in the UK as well as across Asia and Europe.

Tutoring Approach:
My teaching approaches depend on the needs and goals of my students. Not one approach fits all and therefore communication is key in establishing good working patterns that will support the student in progressing and succeeding.

I have the tools to adjust my lessons to meet the criteria for those with Special Education Needs.

Subjects