As a teacher and person, I am extremely friendly, approachable, enthusiastic and caring. Fun and humour are key ingredients to each of my lessons, although I value patience and empathy as some of the most important qualities in a teacher. While I hope to push students to do their very best and reach their full potential, I recognise that this means meeting different needs in different ways.
My general methodology, however, is two-pronged. Firstly, it focuses on meeting requirements in order to ensure results. This means looking at exam specifications, model answers, exam techniques and formulas that can be followed for essays, in order to fulfill exam criteria and guarantee success. Secondly, however, it also focuses on developing a depth of understanding and sophisticated thought. This means ensuring that students do not merely learn to regurgitate information and master techniques for passing exams, but ensures that their intellectual and personal development is promoted beyond this, through stimulating discussions about new ideas, helping them to consider and grapple with deeper thoughts and more complex ideas.
I've known Isabelle for around 6 years. She is one of the most hard-working and inspirational people that I've ever met. All of her motivation comes from a genuine passion to improve the world and the lives of everyone in it. All of her grades have been, without exception, outstanding.
She is incredibly friendly and sociable, kind and patient, and an excellent teacher. She could honestly teach a goldfish to walk.
I can't recommend her enough.
I have been in my current teaching posts, as both a cover teacher, and a Year 7 and Year 8 English teacher (with Unqualified Teacher Status) since September and December 2017, respectively, having only graduated from university in July of 2017. I have, however, had previous work experience in teaching. Throughout my second year of university, I volunteered with a student-led charity, Schools Plus, teaching a group of 8 Year 5s in Reading and Creative Writing. In the summer of 2017, I also worked on Oxford University's UNIQ Summer School, on their History: Race and Protest course, as a subject mentor. Leading fascinating discussion groups of about 10 students, this allowed me to work with older, A-Level students from across the country who were eager to go to Oxford University, and who shared my passion for history and interest in race matters.
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