I am a firm believer in 'the end justifies the means' and, to this end, I will adapt my teaching style to suit the needs of any student, whether a high-achiever or someone struggling with English. I am strongly influenced by the science of learning and cannot abide by learning 'fads'. I strongly believe in the importance of memory and knowledge and will make sure that you feel powerfully confident to take your exams. About my teaching 'style', past students have said that I don't take myself too seriously and that I find ways to make tough learning fun and manageable.
I've been teaching English in mainstream secondary (and sixth form) schools since becoming qualified in 2013. I currently work in a local 1:1 tuition college as a Director of Studies and, prior to this, was a Leader of Teaching in another South Coast school. I am very interested in the science of learning and this helps me to plan and deliver lessons which are memorable and impactful.
Rates may vary if I have to travel a considerable distance. If a cancellation or change is made within 24h of the start of the lesson, I reserve the right to charge £10 for the planning and preparation of the cancelled lesson.
Teacher of English and Leader of Teaching, The Regis School, 2015-2019.
In the role of teacher of English, I am responsible for the extensive and detailed planning, teaching and assessment of my students’ learning in Key Stage 3, 4 and 5. As a Leader of Teaching, I hold a number of whole school leadership duties including: whole school and cross curricular literacy, coaching of underperforming staff, whole school training sessions, and pedagogical research. In these roles, I have:
- Improved teaching and learning across the school through coaching and mentoring underperforming staff; including observation of teaching, 1:1 coaching sessions, and work scrutiny. This led to my mentees being taken off formal capability measures and my NQTs (newly qualified teachers) all passing their induction year.
- Managed and motivated reluctant and disengaged staff members and students through a process of congeniality and high expectations.
- Researched, planned and delivered whole school CPD projects in the form of training sessions and resources, which led to improved practice across the school. Through this, I have also learned to reconcile disagreements between staff (teaching methods can be a contentious issue).
- Overhauled the standard of literacy across the school, both at a staff and student level, through explicit training, with high expectations of the staff’s personal literacy, and by designing and implementing whole school and cross-curricular programs of literacy.
- Established and maintained an ethos of exceptionally high standards of behaviour and an ethos of hard work in my classes and across the school. Lessons are consistently highly praised for the way that students are motivated to work hard and behave exceptionally well through my ‘warm-strict’ manner.
- Developed a highly organised approach to my working life, managing the myriad deadlines and the learning journeys of 200 students, including classwork, homework, and marking.
- Worked within my department to lead on new ideas for planning and teaching and establishing myself as a highly valued member of the team, who staff go to for ideas and support.
- Won a bursary to work with a member of the leadership team on developing whole school training sessions.
Teacher of English, The Littlehampton Academy, 2013-2015
In my first role as teacher of English - my NQT (newly qualified teacher) year - I was responsible for the planning teaching and assessment of my classes and the development of the early stages of my own teaching practice. In this role I:
- Developed a personal ethos of hard work and organisation.
- Established myself as a high-performing member of the department, receiving ‘outstanding’ lesson observation grades and praise for my innovative approach to teaching and my natural intuition for motivating students.
- Achieved excellent results for my students, leading to recognition of outstanding performance.
Literacy Assistant, The Academy, Selsey, 2010-2012
In my first role in education, I was responsible for the co-development, planning, and resourcing of the whole-school literacy program. In this role I:
- Planned and led small group intervention sessions with vulnerable and low-ability students.
- Developed the school’s first whole school literacy program, which was praised in their Ofsted report in 2013.
- Taught my own year 8 class (due to understaffing in the school) as an unqualified teacher, which inspired me to pursue English teaching as a career. My teaching - although not formally trained at this point - was praised by an Ofsted inspector in 2011.
|at his home||at your home||By webcam|
|1 hour||Not available||£25||£20|
|10 hours||Not available||£225||£200|