Trusted teacher
This teacher has a fast response time and rate, demonstrating a high quality of service to their students.
Since June 2020
Instructor since June 2020
Highly experienced primary teacher with 16 years experience offering English lessons in London
From 58 £ /h
**In light of recent developments, I am now available for daytime lessons in person and online via Skype, Zoom or Google Hangouts**
I have availability immediately and throughout the summer.
I use the systematic and comprehensive phonics program Read, Write, Inc (RWI). RWI is taught in over 5000 schools in the U.K. to great effect. I also adapt this program to meet the needs of non-verbal learners.
I embed phonics teaching within broad literacy approach that encompasses automatic word recognition, comprehension strategies, work on fluency and vocabulary learning and emphasises reading for meaning. Students are then given time and support to apply their new skills to independent reading and writing.
I have availability immediately and throughout the summer.
I use the systematic and comprehensive phonics program Read, Write, Inc (RWI). RWI is taught in over 5000 schools in the U.K. to great effect. I also adapt this program to meet the needs of non-verbal learners.
I embed phonics teaching within broad literacy approach that encompasses automatic word recognition, comprehension strategies, work on fluency and vocabulary learning and emphasises reading for meaning. Students are then given time and support to apply their new skills to independent reading and writing.
Location
At student's location :
- Around Canary Wharf, United Kingdom
Online from United Kingdom
About Me
I am a creative tutor who is always thinking of the best, most concrete, most engaging, and most motivating ways to deliver a lesson. It is my job to find each child's 'key' to learning each concept taught.
My sessions always start with the learner and his/her strengths in order to build confidence and self-esteem. I discuss goals with the learner and parents, assess to check for any missing gaps, and then carefully plan and design activities that build upon knowledge.
I employ a range of teaching strategies including multi-sensory learning and practical based sessions that are fun and engaging. This allows children to really understand what they are learning and why, and the relationships between new facts and previous learning. Concepts that are deemed ‘too difficult’ at school are broken down into small manageable steps in order for students to gain a sense of achievement.
I encourage children to generate their own information, organize that information, make sense of what they have collected, and communicate their understanding (for example by making a rule or telling me a pattern). This fosters independence, retention, and is the most powerful way for children to learn things for themselves.
My sessions always start with the learner and his/her strengths in order to build confidence and self-esteem. I discuss goals with the learner and parents, assess to check for any missing gaps, and then carefully plan and design activities that build upon knowledge.
I employ a range of teaching strategies including multi-sensory learning and practical based sessions that are fun and engaging. This allows children to really understand what they are learning and why, and the relationships between new facts and previous learning. Concepts that are deemed ‘too difficult’ at school are broken down into small manageable steps in order for students to gain a sense of achievement.
I encourage children to generate their own information, organize that information, make sense of what they have collected, and communicate their understanding (for example by making a rule or telling me a pattern). This fosters independence, retention, and is the most powerful way for children to learn things for themselves.
Education
I hold a Bachelor of Education, RMIT (Australia) 2003
I hold a Master of Arts- Literacy Learning and Literacy Difficulties, UCL, London, UK, 2019
I have Qualified Teacher Status (QTS)
I hold a Master of Arts- Literacy Learning and Literacy Difficulties, UCL, London, UK, 2019
I have Qualified Teacher Status (QTS)
Experience / Qualifications
I have 16 years of teaching experience and have taught in mainstream and SEN schools. I have been tutoring after school for 8 years and specialize in maths mastery and literacy development including phonics, reading, and writing.
I have worked with a range of special needs including cerebral palsy, dyspraxia, speech and language difficulties, sensory processing disorder, organization and planning difficulties, medical and self-care needs, and children with PMLD, SLD, and MLD. I have experience with writing bespoke, holistic learner specific curriculums, and have written curriculums for SEN schools and home schools.
I have developed and implemented curricula including schemes of work and policies that accommodate learning, physical, sensory, and communication needs developed individualized materials and resources, researched and implemented SEN interventions and programs, devised and written targets and Individual Educational Plans (IEPs) and assessed, monitored and reported on progress.
I have worked with a range of special needs including cerebral palsy, dyspraxia, speech and language difficulties, sensory processing disorder, organization and planning difficulties, medical and self-care needs, and children with PMLD, SLD, and MLD. I have experience with writing bespoke, holistic learner specific curriculums, and have written curriculums for SEN schools and home schools.
I have developed and implemented curricula including schemes of work and policies that accommodate learning, physical, sensory, and communication needs developed individualized materials and resources, researched and implemented SEN interventions and programs, devised and written targets and Individual Educational Plans (IEPs) and assessed, monitored and reported on progress.
Age
Children (7-12 years old)
Teenagers (13-17 years old)
Adults (18-64 years old)
Seniors (65+ years old)
Student level
Beginner
Intermediate
Advanced
Duration
45 minutes
60 minutes
90 minutes
120 minutes
The class is taught in
English
Skills
Availability of a typical week
(GMT -05:00)
New York
Online via webcam
At student's home
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
58 £ /h
**In light of recent developments, I am now available for daytime lessons in person and online via Skype, Zoom or Google Hangouts**
I have availability immediately and throughout the summer.
I specialise in tutoring maths for primary mainstream and SEN children.
I use a Maths Mastery Method which begins with using concrete materials to model problems. Next, I represent these materials with pictures and diagrams. Finally, I move to the abstract where numbers and symbols are used to make a number sentence to represent a problem.
I break down concepts into small steps and provide repetition with variety so that students can apply and generalise their knowledge to a range of contexts to gain procedural fluency and a holistic understanding.
I spend significant time developing a strong knowledge of the foundations of maths and key ideas that are needed to underpin future learning. Connections within maths are emphasised so that students develop deep learning. Students are encouraged to look for patterns and relationships, think mathematically and talk about their findings.
In order to reduce the demand on students' memory to free up more space for the learning of new concepts, we also focus on learning to automaticity key facts such as times tables, number bonds and addition facts.
I review progress with children and parents and give advice on practical strategies in order to support learners in the home.
I have availability immediately and throughout the summer.
I specialise in tutoring maths for primary mainstream and SEN children.
I use a Maths Mastery Method which begins with using concrete materials to model problems. Next, I represent these materials with pictures and diagrams. Finally, I move to the abstract where numbers and symbols are used to make a number sentence to represent a problem.
I break down concepts into small steps and provide repetition with variety so that students can apply and generalise their knowledge to a range of contexts to gain procedural fluency and a holistic understanding.
I spend significant time developing a strong knowledge of the foundations of maths and key ideas that are needed to underpin future learning. Connections within maths are emphasised so that students develop deep learning. Students are encouraged to look for patterns and relationships, think mathematically and talk about their findings.
In order to reduce the demand on students' memory to free up more space for the learning of new concepts, we also focus on learning to automaticity key facts such as times tables, number bonds and addition facts.
I review progress with children and parents and give advice on practical strategies in order to support learners in the home.
58 £ /h
I support students with learning and development difficulties. I specialise in supporting students with neurological disorders and complex communication needs such as Cerebral Palsy and neurodiverse students with dyscalculia, dyspraxia, ADHD, speech, language and communication needs, and sensory processing needs.
My sessions always start with the learner and his/her strengths in order to build confidence and self-esteem. I discuss goals with the learner and parents, assess to check for any missing gaps and then carefully plan and design activities that build upon knowledge. My sessions are stimulating and tailored to your child's specific needs.
I carefully monitor students' attention and arousal lessons. If I notice that a student's attention is waning I will typically swap to a physical activity to allow the student to gain the sensory feedback they require and help the student to refocus. My sessions typically incorporate multisensory experiences including kinesthetic learning and multiple changes of activity.
I can design programs that are accessible for verbal or non-verbal children, children with complex needs, AAC users, high tech eye gaze or low tech communication system users or learners that just need a little bit of extra support and encouragement away from the mainstream or SEN school setting. I can program AAC devices such as Proloquo2go and MyTobii.
My sessions always start with the learner and his/her strengths in order to build confidence and self-esteem. I discuss goals with the learner and parents, assess to check for any missing gaps and then carefully plan and design activities that build upon knowledge. My sessions are stimulating and tailored to your child's specific needs.
I carefully monitor students' attention and arousal lessons. If I notice that a student's attention is waning I will typically swap to a physical activity to allow the student to gain the sensory feedback they require and help the student to refocus. My sessions typically incorporate multisensory experiences including kinesthetic learning and multiple changes of activity.
I can design programs that are accessible for verbal or non-verbal children, children with complex needs, AAC users, high tech eye gaze or low tech communication system users or learners that just need a little bit of extra support and encouragement away from the mainstream or SEN school setting. I can program AAC devices such as Proloquo2go and MyTobii.
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