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Steve (Tutor in Christchurch)

Steve
Steve
Tutor
Christchurch, Dorset
Home Town: Christchurch
Member Since: 29/08/2018
Last Login: 9 months ago
Response Rate: 100%
Expected Response: < 6 days
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Qualifications

PGCE
University of Southampton
Teaching Qual
Pass  (2006)
BA
University of Southampton
English Language
2:1  (2002)
Verification Status
This user has been ID checked
How references rated Steve
Professionalism
Reliability
Trustworthy

All rates listed here go directly to the tutor - we don't charge commission for this tutor.
PrimaryKS3GCSEA-Level
English--£35.00-
Information about Steve

I have a popular [contact detail removed] channel named [contact detail removed] which has over 2 million views in the last academic year. My results in the last academic year were the best in my department and double above the national average. I have personally created over 200 videos on creative writing, Of Mice and Men, spoken language and the unit 1 & 2 exams. The videos include: quizzes, revision tasks, and exam podcasts with analysis of the exam questions as well as give model answers for students.

Since taking up my present teaching post eight years ago, I have provided students with high quality, innovative and engaging lessons for whole group lessons and small group teaching. I have an excellent track record of student success and built an excellent rapport within the English team and other departments within the organisation. I have also recorded video podcasts of my lessons and send them to students each week for students who have missed the session or for students who just want more teaching input on the subject. One of the reasons why this resource is so valuable is that it allows students the opportunity to revise in the college, at home with their laptop or even on their phones whilst sitting on the bus.

I have attended 1:1 meetings with staff members explaining these resources and they have been heavily used in colleagues’ lessons. This is an absolutely invaluable resource which my students have repeatedly used, and in my opinion is the best way to get students focusing on the GCSE English away from the classroom. In the last year I have had the prestigious honour of my videos being used by The New York Times, Rolling Stone and Time magazine.

Availability: Free weeknights. Weekends on request.

 MoTuWeThFrSaSu
Morning
Afternoon
After School
Evening

Willing to travel: 10 miles

Experience: Some of my feedback from recent students have been included below:

• Excellent rapport with students
• Innovative e-resources
• Well planned, excellent and interactive material
• Very good Q&A technique
• Good vocational context
• Excellent lesson planning
• Good differentiation
• Outstanding feature – E-Learning


Learners are more likely to engage and have positive attitudes to English when:

1.Learning is fun, interactive and practical;

2.There is a strong understanding of the purpose and importance of holding these qualifications, relating them to real life situations;

3. Learning has a personal relevance which is explained to learners and feedback on their performance relates the activities to the qualification they are studying for;

4. Appropriate time and support is given to individuals to practise challenging topics, in and out of the classroom;

5. There is a clear assessment process with clarity on marking schemes, enabling learners to adequately prepare for exams and coursework assignments;

6. Timely initial assessments are carried out to identify support needs, and any additional support learners require is put in place as soon as possible;

7. Class sizes are kept small, enabling teachers to have sufficient time to support all learners. Larger classes are perceived by learners as a barrier to effective
teaching and learning;

8. Teachers have strong behaviour management skills to reduce the impact of peers distracting learners during lessons;

9. A supportive environment is fostered in the classroom and learners are encouraged to ask for help from teachers and peers. Embarrassment can be a strong factor in learners not asking for support when they need it;

10. Listen to learners’ needs and tailor support and learning accordingly.

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Nearby Locations

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