Paula

I computer coded a rare Sixteenth Century manuscri pt at the British Museum, prior to its publication by OUP (Oxford University Press) as part of the research component of my MA.

ESoL (English for Speakers of other Languages): I have taught this subject in several European countries and in the UK and for many years.

I teach computing and I have been utilising conference and other platform softwares - ‘Zoom’, `Hangouts` - as a business and teaching resource for a number of years.

I continue to improve my foreign language skills and liaise with students and agencies and other organisations on all matters relating to further and Higher education; I also manage a commercial business part-time.

Availability: This is managed to suit both student and tutor.

Willing to travel: 3 miles

Experience: I am a talented and enterprising Curriculum and Communications professional. My academic expertise includes prose, poetry, staging, literary history and critical theory; my experience is extensive and incorporates specialist expertise in the field of education, research, structuring and essay writing; business management, producing reports and dissertations and planning for presentations and performance; I am a communications adept and I have enjoyed a very diverse spread of responsibility; any form of composition - including song, film, language - continues to intrigue and interest me.

I have been teaching academic, business and vocational syllabi since I attained a Masters, including time spent on the international desk at a London University. These roles require a comprehensive range of skills, although organisation and the ability to prioritise, remain key. Fast structured solutions and cross-spectrum proficiency has also been instrumental to my progress as a communicator. My initiatives here have provided me with opportunities to develop and action plans that will enable individuals to implement the tools needed to achieve and maintain vocational and academic awards.

Some of the techniques I employ are summarised below:

Organisation:

Establishing a reliable and resourceful approach to Syllabus management. Core requirements, including reading, research, writing, are balanced with the constraints and responsibilities that exist outside of Academe. When competing demands dominate, this reduces stress and helps put the individual in control.

Preparation:

Exams, interviews, formal or otherwise may require the student to demonstrate a confident grasp of particular subject areas - scri pt improvement, for example, or the Gothic genre. Assessing planning strategies and improving on these wherever necessary, is one of the keys to advance in this area.

Development :

Bringing clarity, discernment and subtlety to a range of categories - poetry, fiction, drama, sound/vision, business technology and others; executing procedures that ensure you have an informed perspective on texts that may feel `difficult` to engage with and learning to build a response that is perceptive and well argued.

Improvement in one or more of these categories will lead to significant progress:

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