Kira Nerys

I am fully CELTA qualified. Throughout my time at university I have studied a number of teaching methodology including Communicative Language Teaching (CLT), Total Physical Response (TPR) and Grammar Translation. I employ a number of different techniques and methods in my teaching in order to maximise learning - this is known as eclectic methodology or post-methodology.

Availability: I am available to accommodate lessons in my own home, the students` home as well as online or a convenient location.
I offer individual tuition as well as group lessons.
Please contact me directly to organise lessons. I shall try my best to be flexible and accommodate your needs.

Willing to travel: 5 miles

Experience: What did you study at University?

Year 1 course modules included: Language Teaching Methodology; The Sounds of English; Studying the English Language; Grammar and Meaning; The Stage Play World and Monsters, Theories, Transformations. Year 2 modules included: Children as Language Learners, CELTA Teaching Practice, Debating Texts: Theory in Literature, Exploring the Bloody Chamber: Medieval to Postmodern Literature. Current modules include: Current issues in ELT, Linguistics Research Project, Other Tongues: Multilingualism in English Language Literature, Professional Development: Preparing for Work and Prehistory, History and Language.

Where did you study your CELTA?

Alongside the second year of my degree I underwent training in the Cambridge CELTA course. Sessions included teaching students and lectures on key teaching skills, such as lesson planning and classroom management. My private consolidation centred around the understanding of the English language, for example, grammar and phonology and professional development.

What other experience do you have?

For a period of 6 months I volunteered as a Youth Leader at my College’s youth theatre. As well as aiding me with my Drama and Theatre Studies A Level, the experience also provided my first insight into working with young children between the ages of 9 and 12. Working with children meant that I had to develop the creativity needed to keep a group of young children engaged and interested in their lessons, whilst also ensuring that they remained calm and organised. Finding the balance between making the theatre lessons interesting as well as educational was at first difficult, but ultimately it was this challenge that enabled me to develop essential qualities for working with young children.

As part of the Literacy Mentoring programme at Swansea University, I worked alongside young people, helping them to raise their academic standards and motivation, and acting as a role model to broaden their aspirations and awareness. The work took place in a school, with young people who had been identified as capable of strong academic attainment, given appropriate support; the placement focused on the pupils’ higher order literacy skills. During the weekly sessions, I worked closely with a group of students to develop their literacy skills through games and activities. Activities included writing short stories based on historical events, such as WW1 and WW2 as well as games that were designed to get the students thinking about vocabulary, thus expanding theirs.

I spent my summer break of 2018 working as an English foreign language teacher at Millfield School, Somerset. The prestigious summer school accommodates over 400 students every summer. I specialised in teaching lower level (CEFR A2/B1) senior students, aged 15 – 17. My roles and responsibilities included planning and producing lessons, setting and marking homework and being an energetic and inspiring team leader.

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