About Me

I am a qualified teacher (PGCE/QTS) with 13 years experience teaching students who have autism (including non-verbal and high functioning), anxiety issues, behavioural needs, ADHD, Dyslexia, Dyspraxia, Dyscalculia, Depression, Global Developmental Delay or Oppositional Defiance Disorder. I have taught in London mainstream schools (including Pupil Referral Units), alternative education (tutoring pupils excluded from mainstream) and further education colleges.
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£110.00 Per Hour

minimum 1.5 hour sessions READ THIS TUTOR'S REVIEWS HERE

Specialist Experience and Skills

I am a skilled academic instructor with 13+ years' experience in delivering instruction, evaluating students, and developing and implementing schemes of work for English and maths. I also specialise in tutoring the 8+ and 11+ age groups in English and maths, as well as in teaching EFL (English as a Foreign Language) and ESOL (English for Speakers of Other Languages) at all levels.

As well as academic subjects, I teach study skills, time management skills, independence, social and communication skills as well as expression and intonation.

I have recently become a life coach and an academic... Read More
I am a skilled academic instructor with 13+ years' experience in delivering instruction, evaluating students, and developing and implementing schemes of work for English and maths. I also specialise in tutoring the 8+ and 11+ age groups in English and maths, as well as in teaching EFL (English as a Foreign Language) and ESOL (English for Speakers of Other Languages) at all levels.

As well as academic subjects, I teach study skills, time management skills, independence, social and communication skills as well as expression and intonation.

I have recently become a life coach and an academic mentor of a female student (Year 10) who is currently attending Surbiton High School.  Our highly interactive sessions feature a great range of topics focusing on the fine tuning of, inter alia, the specificity and clarity of written and oral expression as well as general life skills such as time management, revision techniques, interpersonal communication, to name but a few.

In addition, since October 2019 I have been working with another female student (currently in Year 11) attending Sacred Heart School, London.  Considering the fact that the student did not read nor write at all between March and October 2019 (stress-related mental breakdown), her parents contacted me in October 2019, desperately seeking my help.  Following a series of intensive sessions between October 2019 and July 2019 (3 h per week) that featured all sorts of unconventional tuition techniques ranging from philosophical discussions or Origami to Higher Tier GCSE mathematics, the student was so motivated and determined to get back to school, she was finally allowed to sit her Year 11 (re-entry) exams at the beginning of September 2020, which she passed successfully.

Special Educational Needs (SEN) teaching experience:

May 2019 – Present (1-to-1/online). Male pupil (19 years old). Complex health and disability needs (including global developmental delay) Subjects taught: English and Maths (KS2 – KS3); Following Riverston School Maths and English individual learning plan specification available on Maths Workout and Seneca Learning online platforms

March – July 2020 (online). Male pupil (17 years old). 3 h per week (1.5 h English / 1.5 h Maths). S had complex health and disability needs, which impact on his ability to attend to learning in a meaningful way. Condition: ADHD, Autism, Anxiety Disorder, Reactive Attachment Disorder and Oppositional Defiant Disorder. Sebastian also has a medical condition, Hypoplastic Left Heart Syndrome, chromosome 15q25.2 duplication and emerging bipolar mood disorder. Subjects taught: Functional Skills English and Maths (Entry 3 – Level 1) / GCSE English preparation

January – March 2020. Female pupil (Year 6). 1.5h per week (45 English / 45 min Maths). Condition: auditory processing disorder. Challenges: Visio-spatial reasoning; non-verbal reasoning; reading comprehension; working memory. Subjects taught: 11+ Prep (English / Maths)

January – April 2020. Male pupil (Year 8). Condition: autism, dyslexia and dyspraxia and maybe additionally, defiance disorder, processing issues, attachment disorder. Subjects taught: Maths (KS2 – KS3)

May 2019 – July 2020. Age/year: girl in year 7 (then 8) and boy in year 10 (then 11). Challenges (girl): Both English and Maths; working memory, processing speed, multi-step directions, dyslexia-type challenges, comprehension. Subjects taught: Year 7 and 8 English and Maths. Challenges (boy): Both English and Maths; very short-term memory, writing and maths, confidence, organisational skills. Subjects taught: GCSE Maths and English preparation

October 2019 – March 2020. Male pupil (Year 7). 1.5 h per week. Condition: sensory or auditory processing disorder. Subjects taught: Year 7 English and Maths; homework help

January – March 2020. Male pupil (Year 7/8). Subjects taught: Maths; organisational skills

February – July 2019. 1.5 h per week; 1-to-1 tuition. Female pupil (Year 6). Diagnosis ADD and mild dyslexia / dyscalculia. Subjects/ skills taught: Maths, conceptual awareness, problem solving skills, organisational skills, ways to approach a problem

September 2018 – April 2019. 15 h per week; 1-to-1 tuition. Female pupil (10 years old). Diagnosis; Smith – Magenis syndrome, ADHD, Microcephaly, Intellectual / learning disability, Significant speech and language delay or speech difficulties, Behavioural difficulties (including self-injurious behaviour and aggression towards others)

February – July 2018. 5 h per week; 1-to-1 tuition. Male pupil (14 years old). Diagnosis: ADHD, difficulties regulating his sensory system, requiring a need to touch and fiddle with objects, difficulties with fine motor skills which impacted on his handwriting, hypersensitivity to noises, affecting his ability to concentrate (considerable attention deficit)

February 2018. Female pupil (8 years old), 5 h per week: 1-to-1 tuition. Diagnosis: Autistic Spectrum Disorder, significant language delay and a pattern of behaviours, special educational needs in the following areas: Language and Communication, cognition and learning, Social, emotional and behavioural development, physical and sensory

October 2017 – March 2018. Male pupil (7 years old). 20 h per week: 1-to-1 tuition. Diagnosis: Right frontocentral cortical dysplasia, functional disconnection with interior part of the corpus callosum, disconnection of right hemisphere in May 2010 with resection of anterior part of corpus callosum and disconnection of frontal polar and orbital regions of frontal lobe in November 2011, left sided hemiparesis, severe learning difficulties (marked cognitive and development delay, visual and hearing impairment), intractable epilepsy

September 2016 – July 2017. Male pupil (12 years old). 2 h per week: 1-to-1 tuition. Diagnosis: Global Development Delay

September 2012 - August 2015 (Uxbridge College)

Working with visually impaired and partially mute students included in mainstream.

 

 

 

 

 

My Teaching Philosophy

"Per ardua ad astra" = Through hardship / hard work to the stars

In order to effectively support my pupils’ specific learning disabilities by raising their academic standards and performance in literacy and numeracy, amongst other things, I incorporate their specific learning styles (visual, auditory or kinaesthetic) in addressing their social, emotional, academic, and behavioural needs.

Considering I myself have spent over 20 years in higher education so far, some (experience-based) effective time management and study skills that I teach are as follows

  • Organisation (time management, essay composition)

  • Planning

  • Text analysis techniques

  • Study and note taking (selection of relevant facts) skills

  • Other revision strategies (workload division)

  • Exam techniques: structure and composition of answers, using suitable academic vocabulary, fronted adverbials and advanced grammar

  • Succinctness and clarity of expression


Most children with learning disabilities need skills in these areas. It is often their lack of these skills that makes learning overwhelming, challenging and builds a gradual aversion towards school and learning.

Something Sensational About Me

I am an illustrator and a member of Allied Artists: you can view my work at https://www.alliedartists-illustration.com/Dora-Copeland/

I have volunteered in a number of national parks, including Rocky Mountains National Park (Colorado) and Aspramonte National Park (Calabria, Italy).

In 2018 I completed my Masters of Law in Human Rights (2.1) from the University of London; in September 2020 I am commencing Masters in Special and Inclusive Education at UCL.

Blogs or articles

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Availability

  • Monday 09:00 - 20:00
  • Tuesday 09:00 - 20:00
  • Wednesday 09:00 - 20:00
  • Thursday 09:00 - 20:00
  • Friday 09:00 - 20:00
  • Sunday 09:00 - 20:00

Qualifications and Training

  • MA in Special and Inclusive Education (Pending)
  • MA in Law, Human Rights; 2.1
  • PGCE with QTS (ICT)
  • BSc (Hons) Politics / Sociolinguistics; 2.1
  • BSc (Hons) in Computing; 2.1
  • CELTA Cambridge
... Read More
  • MA in Special and Inclusive Education (Pending)
  • MA in Law, Human Rights; 2.1
  • PGCE with QTS (ICT)
  • BSc (Hons) Politics / Sociolinguistics; 2.1
  • BSc (Hons) in Computing; 2.1
  • CELTA Cambridge

Choose me if…

  • You require a passionate, nurturing tutor who boosts confidence and self-esteem;
  • You require an excellent, highly experienced and fun English and Maths tutor;
  • You require a tutor who uses a variety of creative strategies to develop independence, memory (short-term and long term) and organisation skills;
  • You require a phenomenal academic and essay writing tutor;
  • You require a teacher that delivers results.

SPECIFIC AREAS COVERED

All of London

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Contact us to book this tutor

Your contact details will be sent to SENsational Tutors Ltd and will NOT be used for any marketing purposes.




Janet

Dora has been working with our son for 4 hours a week since the end of February 2020 teaching English and Maths Functional Skills. Our son has many SEN and can be tricky to motivate. Dora is incredibly positive and flexible and well prepared. Our son (aged 16) is engaged and progressing. We are so grateful to Dora. Very happy with her tutoring.

Susan

Dora prepared my son for his 11 + exams to Ilford County Grammar School for Boys. I am most satisfied with her ongoing support as my son is currently in the highest set in maths and English (Master Level). Dora has managed to develop such a unique and positive working relationship with my children that they cannot imagine any other tutoring scenario. They truly look forward to their sessions and consider them genuine fun.

Sini

Dora has been tutoring our two older children (a boy and a girl) for a bit over three months now and during this time we have noted a great improvement in not only the children's maths and literature work but also in their confidence levels. Dora makes the lessons fun and both the children are very fond of Dora. We can highly recommend Dora as a tutor.

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