Worood

Teach all levels of Arabic but focus more on Adult Education.
I am available throughout the week and also during weekends.
I teach at my home in Haywards heath but can also travel to the student`s home in Sussex and London. I have experience teaching via Skype as so am able to do so for those wanting Arabic tuition, but do not live in the areas specified.

I teach Arabic from complete beginner level, all the way to an advanced level.

I am a native Arabic language tutor with over 20 years’ experience teaching Arabic from absolute beginners to GCSE level. I teach adults and children: individually in person; in small groups; or through distance learning (Skype). In addition, I worked since 1998 as an Arabic Language Tutor at several Adult Education Colleges in the UK. I apply modern teaching techniques, which make the learning process appealing and enjoyable at each lesson.

I am a native Arabic language tutor with over 20 years’ experience teaching Arabic from absolute beginners to GCSE level in UK Colleges. I teach adults and children in person and through Skype. I taught at UK Colleges since 1998. Tutor at several Adult Education Colleges in the UK. I apply modern teaching techniques, which make the learning process appealing and enjoyable at each lesson.

Availability: I am available weekdays and weekends.
I can teach via SKYPE.

Willing to travel: Home Only

Experience: I teach Arabic (Modern / Classical) from complete beginners level, all the way to an advanced level, for both adults and children. Students learn all aspects of the language: reading, writing and speaking (general communication). I apply modern teaching techniques, which make the learning process appealing and enjoyable at each lesson.

I teach Arabic from complete beginners level, all the way to an advanced level, for both adults and children.

For adult beginners, I teach the Arabic letters (pronunciation and writing) and communication skills in different day-to-day topics such as buying food and asking for directions. I have designed and developed the majority of my teaching materials, including dialogues, exercises, games and assessments. I have produced the dialogues as Word documents and MP3 files, and am therefore able to email these to my students for them to be able to continue listening and practicing.

For the more advanced adult learner, I prepare them to be able to read, listen and understand the news in Arabic as well as reading stories, and debating topics. Some of my students have gone to work in Arabic speaking countries, work with NGOs where Arabic is required and conducting business in the Arab world.

My methods for teaching children are interactive and include the use of cards, games such as snakes and ladders, CDs and stories.

I have a huge wealth of experience in teaching Arabic to Adults and Children in the UK over a period of nearly 25 years. I started teaching Arabic to children privately (individually and in small groups) in the UK since 1992. I then extended my offering, by teaching adults in one of the Adult Community Colleges in the North of England. I then moved to London, and taught two courses of Arabic at Brent Adult Education Services from 1999 to 2001. During that period, I also completed my basic teaching training at Stanmore College in1999.
I then moved to Sussex and restarted in 2008 my Arabic teaching at West Sussex Adult Education Services (currently called Aspire Sussex Ltd). I continue to teach there until now, as I am the only Arabic Language Tutor at Aspire. Besides that, I kept my private teaching to adults and children, either in person or through Skype.
My wealth of experience in teaching Arabic is manifested by the following:
1) I use a wide range and varied teaching materials: books; dialogues; MP3 sound files; card games; CDs; computer games; videos; and worksheets. All of these are at different levels – from absolute beginners to advanced learners. I have created and developed some of these materials, while I have carefully selected the others to suit my teaching at different levels.
2) I plan and develop suitable materials to teach individual students, according to their abilities and understanding. I don’t just follow one or two text books, or a computer program to teach the language. I create a session plan for each individual lesson, and when I teach a small group of students, I use suitable differentiation methods to cover the different needs of the students. For example, I currently teach two young children (brothers) at different ages and one of them has a disability, so my teaching materials are different to suit each of them, in order to keep both of them enjoy and benefit from the lessons.
3) Teaching students with different abilities and backgrounds, as well as disabled students. For example, I taught a partially blind adult student, as part of a large group, and then individually. She enjoyed the lessons and continued learning Arabic. My students are at different ages; different professions; different backgrounds; and with different objectives to learn Arabic. I currently teach young children under 10 years old; a teenager at GCSE level; several male and female adults (different professions); and a retired lady. This is in addition to my teaching at Aspire.
4) I also teach at different levels. For beginners, I teach them the Arabic letters (pronunciation and writing) and communication skills in different day-to-day topics such as buying food and asking for directions. For the more advanced adult learners, I prepare them to be able to read, listen and understand the news in Arabic as well as reading stories, and debating topics. This gives them a good foundation if they want to work in Arabic speaking countries; work with NGOs where Arabic is required; and conducting business in the Arab world.
5) As a College Tutor, I have gone through several inspections / observations of my teaching. I used the feedback from these inspections to improve my teaching methods, style and materials. The feedback from my last observation session (in October 2016) was excellent, and I got the highest grade for a teaching session. The inspection report was full of positive feedback statements, such as:

“The tutor has a very high level of subject knowledge and communicated this in a calm and reassuring manner throughout. There was good rapport between the tutor and students which created a very supportive environment”;

“Delivery methods were varied and included tutor presentation, use of sound files, handouts, speaking practice with the tutor, pair-work and some students using ICT resources. Tutor spoke clearly and utilised facial expression to good effect to demonstrate subtle differences in long and short vowel sounds. The pace appeared to be appropriate to all and differentiated learning activities enabled students to progress at their own pace. There were frequent opportunities for repetition. Handouts were either dual language (English / Arabic) or dual scri pt (Arabic scri pt / Latin alphabet scri pt)”;

“A range of assessment methods were in evidence including Q&A, quiz sheets and individual conversation between student and tutor in target language. Positive verbal feedback was given by the tutor throughout the session.
The tutor was well aware of the differing starting points of the students and the tutor had devised an excellent range of individual activities concerning Arabic to meet the needs of each learner. (One had matching cards, 2 played snakes and ladders, one had activity on iPad and one an activity on the computer.)”;

“All learners were confident to speak in target language during Q and A sessions”;

“Very clear differentiation was evident as the range of students was quite wide including absolute beginners alongside at least one student who had some previous knowledge to the extent that he could read/recognise