My teaching method is based around assessing the needs of the individual student. These would depend upon their stage in school, their specific difficulties, strengths and weaknesses, interests and so on. Another key part of my approach is outlining and then focusing on what the student’s goals are; for example, if they are a GCSE student they may well be working with the overall aim of attaining a grade in a final exam. If this were the case, I would use their syllabus and mark scheme as a guide in order to create lesson plans around achieving this aim.
I am in my third year at the University of Bristol, and am due to complete my degree in BA English this July, and graduate with a predicated 2:1. My other qualifications include an A* grade in English literature at A Level, and 2 A* grades in English Literature and English Language GCSE. My teaching experience includes teaching English as a foreign language in Sri Lanka, where I taught both adults and children - I taught some of these students in a one to one manner, and others in classes of varying sizes (they typically ranged from having between 5 and 20 students). My youngest students were as young as 5 while the oldest were middle aged, meaning I have experience teaching a wide range of age groups. Some of these classes consisted exclusively of either adults or children, whereas other groups were mixed - this meant that I had to juggle different levels of ability, and learn how to alter my teaching style in order to match the individual. I also have experience in teaching English where it is a native language, primarily with primary school children. In these lessons, we focused on creative writing skills, reading skills, grammatical skills and 11+ tuition. I planned these lessons and the lessons taught in Sri Lanka myself, and therefore have experience in lesson planning and an awareness of how to match my lessons to the requirements of the student. Finally, on account of studying English at degree level I have read very widely, and am currently writing my dissertation on Psychoanalytic Literary Theory. Therefore my studies have required both a widespread understanding of English and specialist knowledge - both helpful tools when it comes to having the attention to detail required to teach older students.
I require at least 24 hours notice if a session is to be cancelled - otherwise I will have to charge a £10 cancellation fee, as I will already have planned the lesson.
Bristol University – BA English
[09/2016 - present]
Predicted Grade: 2.1
Notting Hill and Ealing High School [2013/2015]
A-level (Achieved 2015): English Lit. A*, Theatre Studies A, History B
As-level (Achieved 2014): English Lit A, Theatre Studies A, History B, Psychology B
GCSEs (Achieved 2013)
English Literature A*
English Language A*
Religious Studies A*
Theatre Studies A
SLV. Global – Mental Health Activity Support Worker, Sri Lanka
[08/2018 – 09/2018]
• SLV Global is a mental health organisation contributing towards community development in Sri Lanka, India and Bali. Its aim is to improve the lives of beneficiaries who are marginalised due to poverty and circumstance.
• Whilst on placement I worked as an Activity Support Worker. This role required me to work in a psychiatric facility and a substance rehabilitation centre – in addition to these responsibilities, I taught English to both children and adults, and worked in a variety of settings with groups of people with special needs.
• The beneficiaries ranged from being very young children to adults approximately in their 80s- I thus have experience in working with different age groups.
• As part of a team, I was required to create and plan 7 sessions a week for the various groups of beneficiaries (as this was a 5 week placement, I planned approximately 35 different sessions in total). These sessions were typically 2 hours in length, and were tailored to complement the interests and abilities of the group in question – they included creative therapy, physical activity, mindfulness and team-building activities.
• Many of the facilities we worked in were understaffed and under-resourced – we needed to plan in advance and make the most of the resources available in order to overcome this.
• During the placement I lived with a local Sri Lankan family, and was therefore living and working outside my comfort zone. This gave me cross-cultural awareness and improved my adaptability.
• In Sri Lanka there is significant stigma surrounding mental health care – therefore in doing culturally sensitive work I learned how to thrive under pressure.
• I initially applied for a space in SLV’s foundation level placement (in which volunteers do not work in psychiatric facilities or rehab centres). However, following a telephone interview, I was considered for and eventually offered a space on the Advanced Placement, for which substantial prior experience is generally required.
Lock and Marlborough Solicitors – Office Clerk
[04/2016 – 08/2016]
• I performed administrative tasks for the solicitors; these included monitoring the reception phone and company email, as well as scheduling meetings with existing and prospective clients.
• When new clients approached the firm, I was responsible for providing an initial referral to the solicitor I felt was most appropriate to handle their issue – these referrals were based on my knowledge of each solicitor’s specialism.
• Maintained the office calendar – frequently updating and editing information about the availability of each solicitor. Everyone in the office used this information for reference.
• I was responsible for organising the mail, the faxing, and the majority of the firm’s data processing and filing work.
• As the ‘face of the company’ I was required to have very high standards of presentation and interact with the public in a professional manner.
• The firm provides a wide range of services, including those relating to family law, civil litigation and lasting power of attorney. Due to the nature of these services, several clients were experiencing personal or professional stress; in learning to handle this, I utilised and developed my interpersonal skills.
• On two occasions, I was asked to accompany a solicitor in court. One of the cases for which I was present was held in the Supreme Court of the United Kingdom. Both cases that I attended were related to family law, and were emotionally intense in nature.
Nutopia Production Company – Job Shadowing
• Two weeks of work experience in the London office of television production company
• The company specialises in making non-scripted and documentary television programmes
• Sat in on several company meetings and creative proposals
• Assigned research tasks of my own
I volunteer for NIGHTLINE at the University of Bristol – a non-profit organisation that provides a confidential listening service. As part of 36 Nightlines that work in universities across the UK and Ireland, the organisation helps tackle the university mental health crisis – thus giving me experience in the mental health sector. Furthermore, all volunteers receive training to develop their listening skills and empathy.
Was awarded The Graham Prize for excellence in English in my final year of school 
Childcare experience through extensive babysitting – sole care of children ranging from as young as 11 months old through to 14
• Achieved a merit in Lamda examinations, grades 1-7
• Participated in 2016 National Youth Theatre Programme
Whilst at secondary school, I ran a homework club for primary school children along with two other volunteers 
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