About Me

A highly-experienced specialist SEN tutor and school teacher for 16 years. I have experience working with students and adults who have ADHD, dyslexia, and those who require support to develop social skills and independence, in order to maximise their academic achievements and excel at school and in the wider world. I have taught English Literature to A level at major public schools, and I have published textbooks and A level resources. I have prepared pupils for 11+ entrance exams to major public schools, and tutored KS3-5 courses in English Language and Literature.

£90.00 Per Hour

minimum 1.5 hour sessions

Specialist Experience and Skills

My skills and experience teaching students with ADHD; I have 16 years' accredited experience working with children and young adults to build on the young person's own learning interests, and engage them with fast-paced, quick-changing activities which are multi-sensory and reflect the pupil's own academic interests, all of which has proved effective with pupils who are diagnosed with ADHD. I encourage pupils to develop a range and variety of interests, which build on existing expertise, and challenge them to develop new expertise and knowledge bases. Every pupil is different, and it's about devel... Read More
My skills and experience teaching students with ADHD; I have 16 years' accredited experience working with children and young adults to build on the young person's own learning interests, and engage them with fast-paced, quick-changing activities which are multi-sensory and reflect the pupil's own academic interests, all of which has proved effective with pupils who are diagnosed with ADHD. I encourage pupils to develop a range and variety of interests, which build on existing expertise, and challenge them to develop new expertise and knowledge bases. Every pupil is different, and it's about developing an holistic approach to building the pupil's confidence in expressing their own abilities. Often, incorporating active learning experiences, e.g. playing a sporting activity (kinaesthetic) while learning vocabulary, or talking through a structure for an essay, can allow a student's brilliant ideas and expertise to emerge. For example, standing while writing or typing on a laptop, and incorporating physical movement into learning as a matter of course, provides excellent opportunities to learn appropriate and successful revision techniques which are varied, vibrant and stimulating for pupils with a high level of academic potential. Developing a fast-paced learning environment, which is tailored to the pupil's own academic interests, and hobbies (e.g. chess, computing, gaming), and provides numerous purposeful learning activities of short duration can make a difference in a short time to the pupil's visible level of attainment in the classroom, or in a school setting.

My skills and experience helping students to manage their stress and anxiety: I develop an holistic approach to guiding the pupil towards personal stress and anxiety management, through observation and assessment of them, and positive questioning to ascertain regularly the changing triggers which are causing stress and anxiety with schooling (for example) and preparation for key exams. Practical measures can help, where appropriate, in terms of target setting, developing timetables, and establishing a routine with a regular reminder of small successes building to larger successes: a 'coaching' approach, if you will, as well as 'tutoring' for attainment. Regular communication, incorporating updates, recommendations and feedback as part of a team with parents/guardians, could allow for earlier awareness of triggers for stress and anxiety, and a considered alteration to activities and academic assessment timings, without halting progress.

My specialist experience teaching study skills, exam techniques and time management strategies which improve processing skills when the pupil is learning in different classroom settings, and preparing for public exams: I have extensive experience in developing strategies for individual pupils, which are skills to improve processing, and memory for knowledge retention:

- Revision strategies to improve confidence in reading and writing: scaffolding for essays; 'chunking' for reading; planning strategies; mind-mapping;
- Verbal and non-verbal prompting to develop focus and independence when approaching school curricular tasks
- Structured lessons which integrate many different activities and games for improved focus and memory retention, for example, to express to an audience particular interpretations of words and phrases through performance which involves movement as well as pronunciation and expressive intonation when speaking the words;
- Social stories;
- Social communication strategies to develop confidence, including practising social scenarios, e.g. constructing questions.
- How to develop a personalised and targeted learning routine, e.g. study timetable, to enhance confidence and independence in setting own targets;
- Coaching in I.T. skills for effective learning: Read and Write Gold; typing classes to improve computer keyboard use;
- Communicating with school colleagues and family;
- Strategies to improve receptive and expressive language skills;
- Time management coaching;
- Direct teaching of planning techniques for developing organisational and time management approaches;
- Tailored individual strategies for developing working memory;
- Planning educational visits and carrying out Risk Assessments for short educational trips, for social and intellectual development, e.g. trips to the V&A or the Globe.

My skills and experience boosting students’ self-esteem and confidence.  I present a positive mindset, building and reinforcing students' sense of self and confidence in their own potential to attain highly in academic terms. In part, this involves widening individual students' sense of the world around them, and, perhaps, how they can measure attainment differently, and gain a different perspective on it. Carefully considered challenges to student negativity, through 'chunking' achievements in academic subjects, sports and hobbies, builds self-esteem and confidence over time, as does clarifying a student's 'learning style' and varying or adjusting the learning activities over time. Increasing a student's awareness of social groups and how they operate, can also clarify for them how to focus on building their own successes while acknowledging the successes of others. Often, natural leadership capabilities can emerge as a result. 

My specialist experience preparing pupils with dyslexia and other SEN (including for 11+ and school entrance exams): I have prepared pupils successfully for 11+ entrance exams to major public schools and grammar schools in London and the Home Counties. I tutor patiently and with an emphasis on developing close reading skills, and harnessing the pupil's creativity to develop their own writing style, in preparation for the creative writing segment of the 11+ and public school entrance exams. I work holistically with individual pupils to foster an awareness of planning their written responses, through mind-mapping and developing an awareness of the contexts which surround words. I have trained with PATOSS (the well-known and reputable dyslexia charitable body), most recently in fostering pupils' etymological awareness, and improving confidence and self-esteem. I provide detailed practice and guidance in verbal reasoning tests, and can also provide tutoring in numerical reasoning. I am well-acquainted with many 11+ tests, including the GL assessments and the University of Durham's CEM tests which are increasingly popular with public schools, as well as grammar schools. The structured literacy approach which I adopt to preparing pupils for 11+ exams can be of particular benefit to pupils diagnosed with dyslexia, improving the pupil's self-esteem and confidence to the benefit of their results.

My specialist experience teaching social skills and communication for classroom interactions with pupils and educators: I work with students to build knowledge and understanding of different social situations, through conversational practice, language modelling and role play. Studying how to present oneself and perform during different social interactions is an integral part of effective learning , and I plan and develop individual learning programmes for students with this in mind. I can provide context, and guidance on research, to develop the student's understanding of a particular dramatic monologue, to enhance their spoken performance of it, and I can offer guidance on how to learn lines, and develop confidence with a huge variety of communication strategies in how to be assertive in a classroom learning environment, with many pupils and educators, and undertaking study for many different subjects.

My Teaching Philosophy

My teaching philosophy is that an holistic approach is beneficial in maximizing progress: teacher and student build good learning habits through fun, engaging educational activities, which are varied and reflect the students's changing interests and aspirations; setting personalised goals for their achievement and establishment in a career which they find rewarding, goals which can be adapted and/or developed along the educational journey.

I shape the learning environment to the student, so that there are rest breaks, activity changes, and a clear timetable from which the student can build awareness of their own progress, alongside the National Curriculum. I update my own knowledge and expertise to incorporate the latest computer assisted tech which is most productive for the student's particular circumstances and what they want to achieve.

I believe in identifying intrinsic motivation through collaborative learning, and a positive learning environment. The student's own interests, achievements and aspirations are at the core of the collaborative learning process.

My view is that the best teaching involves the student realising that they themselves set the learning pace through practice and experience. Knowing how to implement different communication strategies enhances students' capabilities in navigating the real world to realise their ambitions and goals, in a positive and productive way.

Something Sensational About Me

I play the cello in String Quartets and some of London's excellent amateur orchestras. I play the piano, often accompanying students from colleges and Universities in London for performances; I sing in choirs (mezzo soprano). I am a Fencing coach (foil).

Blogs or articles

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

    Availability

    • Monday 5pm - 8pm
    • Tuesday 5pm - 9pm
    • Friday 3pm - 7pm
    • Saturday 9am - 4pm
    • Sunday 3pm - 7pm

    Qualifications and Training

    • PGDE Secondary English Language and Literature;
    • Masters, English Literature; English Language; Linguistics
    • MA (1st class) Edinburgh University, English Language and Literature
    • CELTA; Cambridge
    • PATOSS training: morphology for teachers, to assist reading development in pupils with dyslexia;
    • Read Write Gold training;
    • Touch typing (100wpm);
    • Mind mapping for exams;
    • Child protection awareness in Education, NSPCC;
    • I.T. for the English classroom: assistive tech; online tea
    ... Read More
    • PGDE Secondary English Language and Literature;
    • Masters, English Literature; English Language; Linguistics
    • MA (1st class) Edinburgh University, English Language and Literature
    • CELTA; Cambridge
    • PATOSS training: morphology for teachers, to assist reading development in pupils with dyslexia;
    • Read Write Gold training;
    • Touch typing (100wpm);
    • Mind mapping for exams;
    • Child protection awareness in Education, NSPCC;
    • I.T. for the English classroom: assistive tech; online teaching and learning; G-Suite for Education; VLEs.

    Choose me if…

    • 1. You are looking for a professional, highly trained tutor with comprehensive SEN teaching experience;
    • 2. You think that learning is most effective for the pupil when it is tailored to their interests without limiting educational progression;
    • 3. You want a tutor who builds the pupil's self-belief and confidence in interacting with others, as part of a team with other professionals who are there to support the pupil's development;
    • 4. You want a tutor who knows that engagement in learning stems from good communication with a student's parents/guardians and professional support team;
    • 5. You want a tutor who builds a positive tutoring environment through communicating positively with the pupil; a tutor who incorporates a range of communication methods into teaching sessions, with the flexibility to change and develop educational activities to maximize student progress.

    SPECIFIC AREAS COVERED

    London and Buckinghamshire.

    Location

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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.




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