Minnie

For me, education must always be completely tailored to the individual, age and ability-appropriate, adaptive and inventive, and learner-centred. It must also be engaging and active; I believe we learn best when we are learning through first-hand experience. Building confidence in students is key, and I work to find the ways to encourage a learner into being excited and interested in the subject. Everyone has a distinctive learning style; I am dedicated to developing the most appropriate methods for every individual to achieve their best, and pride myself in my ability to find an appropriate teaching/learning style for any learner.

My specialist subjects are English Language & Literature and Art, and I also teach all other humanities subjects up to GCSE, including Sociology, History, Psychology, Philosophy and Cultural Studies, and KS1 & KS2 Maths and Science. I am thoroughly familiar with the primary (KS1 & KS2) curriculum, and am also very experienced working with early years/pre school age learners. I am experienced in tutoring for exams (7+, 11+, GCSE and A Level), working with study skills, revision organisation, revision skills, coursework organisation, and homeschooling.

I have worked extensively with students from ages 4-20, with as much experience in early years learning as at GCSE, A Level and Degree level. I have worked with a number of individuals with learning difficulties including dyslexia and ADHD, Autistic Spectrum Disorder, children with behavioural issues, and bilingual children who are less familiar with the UK curriculum. Though working towards and for academic outcomes is always my primary goal, I find that an exclusively academic approach to these goals is not always right for everyone. I endeavour to find the best learning styles for all students, and when relevant incorporate visual and auditory methods, and kinaesthetic teaching techniques. Finding the ideal learning style is integral for the best outcomes.

I moved schools a number of times growing up (all London schools) and in some ways struggled to settle in to classroom environments. Through this, I have a good understanding of the variety of learning environments on offer in London. Though I left school (and university) with good grades, it was not always a smooth ride, and my own experience of the education system informs my approach now as an educator. It is through deep empathy with young learners who are struggling with the pace and expectations of school (be that due to ability, attainment or simply confidence), that I am able to relate and find ways to make learning enjoyable and nourishing.

Availability: Varying availability. Currently space after 5.30pm on monday and tuesday, and after 2pm on wednesday and friday.

Willing to travel: 10 miles

Experience: Selected examples of students I have worked with; many more available on request.

Teddy (4 years old) I worked with Teddy on phonics, vocabulary, and numeracy in preparation for his starting at Wetherby; we also worked on building his concentration.

Z (5 years old) Z is bilingual in French and English - she attends a French school, but as her parents would like her to move to an English school at 7, her literacy needs help to get to the level that it would be if she were in the English system currently. We are working across a number of learning styles on her phonics and writing, and she is learning very quickly.

L (5 years old) L struggles with hyperactivity and concentration. We work on his literacy through kinaesthetic and play-learning, also including some yogic breathing and balancing exercises, working both on his confidence with letters and words and his ability to experience calm.

Aura (6 years old) - I homeschooled Aura full-time while she and here family were visiting from Thailand. To begin with we were battling with some quite obstructive behavioural problems. With the support of her mother, and creative strategising, we managed to begin to build a trusting relationship. By the end of our time together she was focussing for the full 5 hour session every day, making strides in her reading and writing, and producing brilliant work.

J (7 years old) - I worked with J while he was in Year 2, until his 7+ exam in the autumn of Year 3. He was a considerably bright boy and it was mainly just exam familiarisation that he needed support with. He received a place at Dulwich College Junior School.

H & S (7/11 years old) - H & S (brothers) had moved around a fair bit growing up and so had large gaps in their education. I homeschooled them full time, delivering the complete primary curriculum appropriate to their levels in English, Maths and Science, to prepare them for entry to a UK school.

Ophelia (8 years old) We were working on Ophelia`s reading and writing, comprehension and concentration. Ophelia`s confidence in her ability with literacy had been knocked by being diagnosed with Dyslexia - we did lots of targeted literacy work, and her confidence has grown considerably, and now finds it easier to engage and concentrate with the task at hand.

Lena (9 years old) Lena had just moved to the UK from Poland when we worked together. We worked together to identify and fill in any gaps in her skills and knowledge that would have held her back at school, and familiarise her with the common methods used in the UK KS2 curriculum.

L (10 years old) I worked with L doing targeted verbal and non-verbal reasoning practice for a language-aptitude-based entrance exam as well as general English and Maths preparation for her 11+ assessments for Grey Coat Hospital School. She gained a place the following year.

E (10 years old) I worked with E in preparation for his ISEB Common pre-tests and 11+ exam for Wetherby; he needed particular support with comprehension and verbal and non verbal reasoning. He was offered a place at Wetherby.

T (13 years old) I worked with T in preparation for his 13+ assessment for Dulwich College; I mainly supported him for the English paper, and he worked with another tutor to support his Maths. He was offered a place at Dulwich College.

GCSE

Bridie (15 years old) I worked with Bridie in the run up to her Art GCSE. After some confidence-knocking experiences Bridie had begun to lose faith in her abilities in Art, where previously it had been her favourite subject. I focused on her specific skills (ie drawing - the main source of her insecurity with this subject), and with gathering and completing her coursework load, whilst gently building her confidence in herself as an Artist. She was an awarded an 8 for her final grade.

J (15 years old) I tutored J for his English GCSE (he is in year 11) whilst he had some time away from school. The one-on-one time proved beneficial for J as we were able to tackle specific problems in his writing and analysis, and work closely on his creative writing.

H (15 years old) - H was in year 11 - I worked with him towards his GCSE`s. H has Autistic Spectrum Disorder and dyslexia, and whilst he is high-functioning, he struggles with language organisation, comprehension, and concentration. I am taking a multiple pronged approach with him - working on the content of the core skills he needs in the subjects he is taking (inc. English/Maths/Science/History), whilst also doing a lot of work on familiarising and desensitising him to the examination format. Our main focus is on his English Language and Literature (on the new syllabus) and Art. I am teaching him to learn how the examiner thinks, and what the language of the examination really means, as he often struggles to pull the correct meaning from the wording of exam questions. I am also working with him on his Art and Drama GCSE coursework, as both of these grades rely heavily on a thorough and well organised coursework folder.

Izzy (15 years old) I helped Izzy whilst she was working towards her GCSE exams, in English (literature and language), Psychology and Art. Izzy`s dyslexia affected her ability to organise her ideas - both in essay writing and with coursework. We worked out some systems together to help her memory in essay-based exams, and we thoroughly organised her coursework so that she was not missing out on any deserved valuable marks. She was very happy with her results which were all higher than her predicted grades and mock grades.

A Level

Izzy (18 years old) After tutoring Izzy during her GCSE`s, we carried on together through her A Levels in English Lang/Lit, Psychology and Art. She continued to gain confidence in herself and her ability in her subjects and was awarded pleasing results.

Harriet (18-19 years old) I worked with Harriet in the run up to her A Level exams in Sociology, English Lang/Lit and Art. We worked through lots of past papers, worked on revision methods, and devised ways for her to remember the information needed in her exam-based subjects. I also helped Harriet in her first year of university again with her essay writing, as the step from A Level to Higher Education was quite tough for her. She did well in the final grade of her first year.