I am an experienced teacher of a wide range of levels and abilities, from GCSE to degree level.
I believe that active learning and differentiation are important, the latter particularly with respect to the abilities, backgrounds, interests and learning styles of students as a way towards helping all students to maximise their potential.
I work to ensure that students have a firm grasp of the basics before encouraging them to push themselves through discussion, the use of examples and brief exercises. I will try to work alongside and through the school curriculum and, of course, with the relevant specification.
I will always aim to either relate the work to the student's own experiences and prior understanding, or I will work to help the student understand the exciting possibilities available when moving away from their comfort zone and accessing the richness and diversity of literary writing. These approaches are not, of course, exclusive.
My most recent lesson observation, which took place in November 2017, resulted in the following comment from the observer, the manager of a college Teaching and Learning team:
“This was a very effective and productive lesson, where all students worked studiously and made good progress. The students are studying King Lear and the learning objectives for this lesson were introduced clearly at the start, with the skills being developed becoming incrementally harder as the lesson progressed. This is a quiet class and the teacher used various strategies to try and get them all to contribute – by the end of the lesson, all students had shared at least one idea with the whole class. Learning behaviours were strong, with all students equipped and ready to learn, and there was good evidence of prior learning and the progress made on the course so far.”
Comments on student feedback were as follows:
“I spoke with one table of students once the group activity had started. They were able to engage conceptually and with interest in a discussion on Shakespeare’s presentation of the female characters in the play. They were also able to tell me what their individual strengths and areas for development in the subject are.”
I am a teacher of English with 20 years of teaching experience and qualified to PhD level. I have taught a wide range of abilities, from GCSE to undergraduate levels and everything in between, including the IB. I have published papers in peer-reviewed journals and have had a book of literary criticism and theory published. Most importantly, I have helped many, many students to successfully pass their exams and to progress into higher education and employment.
Cancellation policy: a cancellation at between 12 and 24 hrs notice will be charged at half-rate; a cancellation at less than 12 hrs notice will be charged the full rate.
Education and qualifications:
2003-2007 Birkbeck College, University of London
PhD: Transformative Intensities: the significance of sensation in reading contemporary innovative poetries
2003- 2003 Birkbeck College, University of London
MA, Modern Literatures in English (Distinction)
1998-1999 University of Greenwich
PGCE (PCET) (Pass)
1992-1995 University of Sussex
BA (Hons), English (First Class)
1990-1992 Ruskin College, Oxford
Ruskin Literature Diploma (Commendation)
2017-2018 Lecturer, London South Bank University
2007-2018 Lecturer in English, Richmond-Upon-Thames College
2005-2008 Teaching Fellow, Birkbeck College, University of London
2006-2008 Lecturer, London South Bank University
2003-2005 Main Grade Lecturer (PT) in English, Hackney Community College.
2002-2003 Main Grade Lecturer (FT) in English, Hackney Community College
1999-2002 Visiting Lecturer, Greenwich Community College
Relevant employment responsibilities:
South Bank University
Responsibilities include developing, delivering lectures and seminars on the Contemporary Fiction and Literature into Film units (plus, in previous years, the Popular Text unit), including tutorial and assessment duties.
Richmond upon Thames College
Teaching responsibilities include teaching A-level English Literature, English Language and Literature, Communications and Culture and IB English. I am also a Lecturer with Additional Responsibilities for Communications and Culture, working closely with the Section Manager on largely administrative tasks.
Teaching responsibilities included taking seminars on the BA English module Introduction to Literature (comprised of two separate courses, ‘Reading Poetry’ and ‘Introduction to Literary Theory’) and, on the BA Humanities course, The Human: Key concepts in the humanities. Responsibilities also include marking students’ work.
Hackney Community College
Course Team Leader, A-level English – co-ordination and administration of English A-level courses, including liaison with examining bodies and external moderators.
Teaching responsibilities included AS and A2 English Literature, AS and A2 English Language and Literature and GCSE English.
Greenwich Community College
Teaching responsibilities included English for Access to the Social Sciences and Humanities, English for Access to Social Work, Basic Skills (Literacy), Basic Skills (IT) and Basic Skills for Fresh Start (students with emotional and behavioural difficulties). I was also a Course Tutor for Basic Skills.
Sensation, Contemporary Poetry and Deleuze: Transformative Intensities. London and New York: Continuum, 2010.
Papers and articles:
‘A New Geography of Delight’: Communist Poetics and Politics in Sean Bonney’s The Commons. Journal of British and Irish Innovative Poetry. 7(1), p.e3. DOI: (concealed information)
‘A Shattering Release: Douglas Oliver’s The Shattered Crystal’, Journal of British and Irish Innovative Poetry, Volume 2, Number 2, September 2010.
“Be a white man”: Majoritarian perspectives and their subversion in James Ellroy’s “Dudley Smith Trilogy”, CLUES: A Journal of Detection, vol. 28, Number 1, Spring 2010.
‘Natural, Common and Popular – Wordsworth’s Use of Metre’ in emagazine, Issue 47, February 2010.
‘Alice Notley’s ‘A Baby Is Born Out of a White Owl’s Forehead – 1972’ on Intercapillary Space at
Order and Chaos in Samuel Beckett’s Not I and J.H. Prynne’s Not-You in Readings 3 at
‘Gerard Manley Hopkins’ poetry and “inscape”’ in emagazine, Issue 36, April 2007
‘Geraldine’s Monk’s Insubstantial Thoughts on the Transubstantiation of the Text’ in Readings 2 at (concealed information)
Here,poems 25, 27, 28, 29 and 30, Great Works
Here 1-24, Veer Books, 2009
Selections from Here, Veer Off poetry journal, October 2008.
Two poems at Intercapillary Space
A range of my poetry can be found on my blog at:
‘The Vital Delirium of Anna Mendelssohn’s Poetry’ at Anna Mendelssohn Symposium, University of Sussex, February 2017
‘Poetry, Ethics, Aesthetics and Politics’ at Contemporary Poetry: Thinking and Feeling, Plymouth University, May 2016
‘A Shattering Release: Douglas Oliver’s The Shattered Crystal’ at ‘Variations on the Theme of Harm’: A One-Day Conference on the work of Douglas Oliver, University of Essex, December 2009
‘Alice Notley’s “A Baby Is Born Out of a White Owl’s Forehead – 1972”’ at the Symposium with Alice Notley, Birkbeck College, University of London, May 2008
‘Andrea Brady’s ‘Saw Fit’: Poetic Innovation and Politics’, New Papers
Contemporary British Poetry conference, University of Dundee/Dundee
Centre for Contemporary Arts, June 2006
‘Order and Chaos in Samuel Beckett’s Not I and J.H. Prynne’s Not-You’,
Chaos & Order in Literature Conference, University of Rheims, March 2005.
I participated in a project called ‘Voiceworks’ in 2006-2007 that was a
collaboration between Birkbeck College, Guildhall School of Music and Drama
and The Wigmore Hall. In this project a number of writers from Birkbeck,
including myself, worked with students of composition from the Guildhall
School of Music and Drama to write songs that were subsequently performed
at Wigmore Hall in March 2007.
Jon taught me GCSE English re-take and he was a fantastic teacher. He was helpful and explained things very clearly, we had great structure and feedback after mock exams was always very useful. Made it easy to progress and made each class interesting!
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