Whilst I was completing my PhD, I tutored English to students from year 4 through to adulthood, with the majority of my students at KS3 and KS4. Following that, I became a tutor with The Brilliant Club, where I designed and taught my own courses on Holocaust Literature to dif- ferent groups of students, from years 7 to 12. I also taught English in secondary schools for 2 years during my PGCE and NQT years. During my time as a full-time English teacher at an inner city London academy, I also covered lessons in different subjects where my colleagues were absent.
I have only ever had positive feedback from my tutees and their par- ents/carers, and overall my feedback from parents at school was highly positive. However, I do not have any of this in writing.
Subjects I teach
English Literature to PhD
Essay writing skills to any level
Drama and Theatre Studies to A Level
Classical Civilisation to A Level
English Language to GCSE
Mathematics to GCSE
PGCE in secondary education (English)
PhD in Holocaust Literature
MA in Literatures of Modernity (Distinction) BA in English and Drama (1st Class Honours)
A Levels in English Literature (A), Classical Civilisation (A), Drama (A), Mathematics (B)
GCSEs (7 A*, 4 A) in English Literature, English Language, Mathemat- ics, Drama and Theatre Studies, Physics, Chemistry, Biology, History, Geography, Religious Education, ICT (short course)
Advanced Extension Award in English (Distinction)
My Approach to Private Tuition
I do not have a one-size-fits-all attitude to tutoring. Rather, I like to meet my tutee and discuss with them why they need my help in their subject. I request samples of the tutees work so I can start to under- stand their strengths and weaknesses, so we can work together on building confidence in their subject knowledge and (in the case of hu- manities) their writing styles. We will work together not only to pass exams but also to embed a deep-rooted knowledge of the subject. This usually means putting the exam papers to the side in order to build up necessary skills, confidence or flair. However, in the case of students working towards exams, it may also mean looking closely at exam pa- pers and mark schemes to ensure a sense of familiarity and to make sure they go into their exams with the necessary tool-kit required to channel their knowledge of our subject into an outstanding answer to any possible question.
My video Introduction
This year, I saw my boyfriend learn to ride a unicycle and told him I could never do that with my bad balance. Hearing myself say that, I de- cided to give it a go (otherwise, I would be a bit hypocritical telling my student that theres no such thing as cant). A few months later and I can just about ride it unassisted!