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/ Salma I.
English lessons in Bournemouth, UK.
I am a native speaker of English and I am also billingual in Cantonese, Hak-Ka and English too.
I am a very fast learner, multitalented, multitask with ease all the time.
I just completed my Teacher Training so will be a qualified teacher from July. I have had experience teaching children from ages 4 to 11 and can cater to different needs and abilities.
English, Maths, Reading & Writing lessons in Poole, UK.
Hi there! I'm Pip. I'm currently a secondary school Geography teacher at a school in Dorset, teaching KS3, GCSE and A Level. I'm originally from Northumberland, but have been living in Dorset since 2018. Prior to embarking on a teaching career in 2017, I worked for 8 years in London, for the YMCA, The Scout Association and Raleigh International, running volunteering programmes for young people.
I am able to provide online support for students completing home learning set during the lockdown, or provide additional resources to support learning. I have experience coaching GCSE and A Level students in revision and exam technique, as well as supervising A Level independent investigations. I am also offering English and History tutoring for primary-age/KS3.
I look forward to hearing from you; please feel free to send me a message for further information or to discuss.
English Literature, Literacy, and English lessons in Poole, UK.
I am a qualified teacher with a specialism in Early Years and the Primary Curriculum. Throughout my 14 years as a teacher, I have been passionate about the development of children's emotional wellbeing and communication, language and literacy (English.)
I work with children who are home educated, school refusers, children who are currently not attending school due to medical needs and those attending school in sessions after school. I have experience working with children with special educational needs and English as an additional language.
I have an up-to-date DBS available through the DSB Update Service.
French, Spanish, Biology, German, and English lessons in Bournemouth, UK.
My name is Amy. I have experience in helping children with homework, working with special needs children and tutoring to catch up with school work.
Grade A GCSE in English Language
Grade A* GCSE in Polish
Grade A GCSE in Maths
Fluent in English and Polish
Achieved the 120 hour TEFL certification*
Previous tutoring experience
*Teaching English as a Foreign Language
I have been an English and Drama teacher for 30 years, including Head of English and Drama in a variety of schools in the South. For the past 4 years I have been tutoring for GCSE English and English Literature GCSEs, as well as working for AQA Examination Board as a Senior Examiner in English Literature. I am registered with Tutor Hunt and have established an excellent reputation - with outstanding references from parents of my tutees. Although, the main purpose of the tutoring, is obviously, to ensure the student gains the best grade possible, I take a very personal approach, ensuring my lessons are tailored to each individual and their needs. I am very empathetic and able to motivate those who are struggle with any type of literacy issue.
My own background is in English Literature and Drama. I have always tried to enthuse my students, but also ensure rigour and confidence, in what is essentially, the most important aspect of learning, the ability to use and understand language. In my role as a Team leader/examiner for AQA, I have had to support a team of examiners in ensuring exams are marked to the standard required and to mentor new examiners whilst also marking my own exam papers. This gives me an insight into exactly what is required by the boards enabling me to teach the specific 'exam technique' skills which can make all the difference.
I have full DBS disclosure
With grades of A*A*A* in my A-levels completed only this year I am able to tutor children with the most recent knowledge of how to achieve these grades in a way that relates to them, having been through it recently myself.
I have previous experience as an English tutor for international student when i was studying my Degree at University of Salamanca, both begginers' and advanced level and as an activity instructor in kid summer camps.
I have also experience as an Spanish language tutor for international students. I have taught from beginners' level to GCSE and can help with different examinations as Cambridge. I have also been teaching Spanish as a second language to student with special needs (Autism Expectrum).
I could adapt my lessons to different levels and focus on different skills (writting, speaking, reading and listening) as student's preferences. I could also adapt the vocabulary and grammar to students preferences.
The lenght of the lessons could be from 1hour to 1 hour and a half.
Maths and English lessons in Southampton, UK.
English, Maths, Science, and Social Sciences lessons in Southampton, UK.
I am a 46 British lady. I speak fluent French and I specialise in geogrpahy and general science. I also teach GCSE maths. I have recently been teachign at a secondary school in Bournemouth. I am fun, playful, creative and patient. I love helping my student
Hello, I'm Paul H., a seasoned educator deeply passionate about nurturing the potential within every young individual. With a rich background in mentoring and teaching, my journey has been marked by a commitment to fostering growth and confidence in those I guide. There could be many reasons why you are here. You may be looking for yourself, your family or for a clss/group or workshop.
For over 14 years, I've been at the helm of a photography teaching school in the bustling heart of London. Through this venture, I've had the privilege of imparting knowledge and skills to aspiring photographers, creating an environment where creativity flourishes. My dedication to the art of teaching extends beyond the ordinary – it's about empowering each student to embrace their unique creative voice. I teach, Photoshop, lightroom, adobe bridge to name a few.
In my role as a mentor, I've been particularly focused on supporting young people with learning disabilities, including dyslexia, ADHD, and autism. Understanding the diverse needs of every individual, I've worked tirelessly to create an inclusive and supportive learning environment. The joy lies in witnessing the transformation of challenges into triumphs, as students with different abilities discover their strengths and potentials.
Currently pursuing a PGCHE (Postgraduate Certificate in Higher Education), I'm continually enhancing my teaching qualifications to ensure that my methods align with the latest educational practices. This commitment to professional development allows me to bring a blend of traditional wisdom and contemporary strategies to the classroom or a one to one situation.
My philosophy revolves around more than just disseminating information; it's about guiding students on a transformative journey. Learning, in my view, is not merely a process but a dynamic pathway to personal growth and success. By joining our educational community, you embark on a journey where expertise meets creativity, and every student is empowered to become a creative, confident, competent, and committed individual.
I invite you to join me on this exciting adventure, where education is a powerful catalyst for personal and creative development. I have a clean enhanced DBS to teach.
Best wishes,
Paul H.
I have 2 years experience working in schools, both primary and secondary, as a teaching assistant, working with groups of children or 1:1, with a variety of ages and abilities. I am currently studying for an English degree at university but I have an A* in English Literature and Language A Level. I also have experience in teaching children with SEND needs. I like to make my lessons as accessible as possible. If you have any requirements or ideas to make our lessons comfortable and manageable for you please don’t hesitate to inform me! I am more than happy to tailor my teaching style to whatever needs you may have. I also like to make my lessons fun! I would love to hear about your interests outside of learning so that I can incorporate these into our lessons. English can seem like a very daunting subject, however my teaching style takes this into account. I like to base my lessons around 1 key concept , which could be as small or as big as we see fit! We will then break that concept down and spend as much time on it as it takes for you to have a full and clear understanding. This will hopefully make it a little less overwhelming and means you can learn in smaller, more manageable chunks. I believe everyone has the ability to excel in English. Sometimes we all just need a little extra push in that direction, and that’s what I’m here for!
The most powerful tool of advocating, protecting, supporting and educating children is to continuously have an affirmative impact on children’s lives. I believe education is something which everyone, despite cultural, societal or religious barriers, have the right to obtain whilst offered equal life chances and outcomes. Every single individual has the right to the freedom which education allows; teaching facilitates me to empower, support and be an ambassador for all children to reach their full potential. Through teaching I hope to facilitate children to be agents of change, positively shaping their future by equipping them with life-long tools aiding emotional, mental and physical www.*** want to provide children with sound foundations through giving them the building blocks of education to allow them to flourish in their personal and educational development. Similarly, applying my learning from a wide variety of teaching opportunities and placements, I want to further develop children’s thirst for knowledge and set their educational compass in the right direction. I am passionate and committed to providing accessible and equal opportunities for all children focussing on and celebrating every child as an individual. I strongly believe in educating children about the wider world to encourage compassion, empathy, inclusivity and a sense of belonging. It is this enthusiasm and passion to inspire, empower and support all children through education.
I have a clear vision for the type of school and classroom I would like to create and below I have outlined the most integral elements of this.
Building Enriching Experiences
I believe it is extremely important for children to have enriching experiences whilst learning. I think very carefully about the lessons and topics I have planned to create moments of interest and ensure learning is fun as well as rigorous. An example of this is the medium term planning of the Stone Age Topic I implemented. I enjoyed this as I could practically apply knowledge from my degree. Planning and implementation of the topic was covered through a cross-curricular approach to secure the children’s learning process in a multi-faceted way. I have also made use of carousels within all Creative Me Topics and taken a ‘child as teacher’ approach within these. Through this, children were engaged in their learning and developed their skills as independent learners. One significant example the children seemed to enjoy the most was an afternoon to introduce the topic (a WOW day), I placed the learning motivation on the children by encouraging them to teach me and detailing how I had not taught them anything, they taught themselves through facilitating an accessible carousel of activities for all. These encompassed creating a fact file; finding 5 facts in fact books; caveman experience (drawing under the table of what potentially could be found in a cave); reading ‘The Stone Age Boy’ and observing tools, rocks and fossils from this era. This was a great hook into the topic and a fundamental means to ensure a learning experience with lasting impact. In observations and reviews a strength of mine is to build experiences such as these, which intuitively engage children and achieve fulfilment of potential. The curriculum pathway needs to be designed to be motivational and I believe that I can ensure this is continuously built and incorporated into your school.
Ensuring Impact, Pupil Progress and Recognising Individual Needs
During teaching I utilise AfL to continually adapt planning as needed to inform proceeding lessons, to address misconceptions and support learning. It is particularly interesting to note the vital need to root a topic in all subjects and see the greater progress children make and the ‘sticky knowledge’ concept at play. From teaching, studies and various opportunities of placements, my significant awareness of individual children’s metacognition needs and my capability to always strive and deliver inclusive and child-centred lessons was noted. I have been lucky enough to have a wide range of diverse teaching opportunities in both specialist and mainstream provision. In all settings I was aware of safeguarding and followed school guidelines. I have experience of pupil premium, SEN and SEMH needs and children with EAL, high achieving students and a mixed age class. While teaching in specialist provision I worked with students with PMLD and SLD needs; I planned and implemented tasks through a small steps approach, to create inclusive learning and holistic measures to meets their needs. I was then able to transfer these skills to a mainstream classroom practice, to incorporate various stimuli: creative and sensory-driven activities which are visually, auditory and kinaesthetically stimulating to actively engage each individual child. My colleagues have recognised my ability to adapt to individual needs and my analytical approach as a strength.
My degree has reinforced my knowledge and awareness of a holistic approach towards children’s education, when teaching the ability to adapt, plan, and deliver the curriculum as far as possible to the child’s individual needs and abilities is essential. Through appropriate deployment of support staff and differentiation in resourcing and approach, this allows me to anticipate potential barriers to learning, but also to challenge and advance the higher attaining pupils. I recognise it is essential for all children to be appropriately challenged and accomplish maximum progress. I consistently make use of assessment to advance progress. During teaching I observe and employ questioning, live-marking, written feedback and peer assessment as strategies to address a child’s understanding of a method or concept. I utilise specific positive and constructive oral feedback throughout all of my lessons, this offers in-the-moment feedback which provides the chance to address misconceptions that may inhibit learning. It has been observed that I consistently deploy a range of AfL strategies such as the use of highly effective open-ended questions to enable and promote a high proportion of pupil talk to assess and address knowledge, understanding and misconceptions during input to ensure misconception are minimised prior to task completion. Employing the use of AfL I have implemented various provisions, support strategies and various medium-term plans to accommodate the needs of students who struggle with reading comprehension, and maths. Here I recognised the essential need to adapt planned content, even if this means taking a step back, to simplify and embed subject knowledge in a small-step-by-step approach. During teaching I recognise that Enhancement is a crucial tool to utilise to maximise learning potential for all, whether it be to address previous misconceptions, or provide an enhancement of knowledge prior to lesson to be able to deploy cutaway groups to ensure optimum progress is consistently facilitated.
Through effective assessment/planning, it was imperative to ensure a student-voice and child-led approach was prevalent to encourage participation. For example, peer-learning, where understanding can be increased. I consistently instil a collaborative approach between me as the practitioner and the child/children where all voices and ideas are equal. I am aware of the need for Pace within a lesson that is appropriate to children’s needs to ensure consistent engagement.
Creating a Positive Culture with High Expectations and Outstanding Relationships
I consistently model and encourage the positive attitudes, choices and values expected from the children. My compassionate, empathetic and encouraging character ensues a learning environment where children are equal, have a voice and feel safe and supported in both aspects of educational and wellbeing development. This enables achievement of positive learning outcomes and growth socially, emotionally and academically. An in-depth understanding of the whole child is crucial. A knowledge of the child’s educational, social, emotional and mental health need and their family life is fundamental to minimise behavioural challenges. My responsibility is to consistently maintain a proactive approach that strives always to build and maintain a positive and inclusive environment, which takes into consideration the reasons for a child’s behaviour. I work to build respectful, positive and meaningful relationships with the children and their families. My belief is that behaviour management should be a restorative process, of moral reasoning and conflict resolution, and not a blanket approach. It is imperative that a child should be treated as an individual and teaching and behaviour strategies should, as far as possible, be flexible to ensure a positive outcome is achieved for each child. For example, I have written and implemented numerous EHCP's, individual behaviour management plans and strategies to support children who are struggling with certain aspects of the school environment. Emphasising my belief to take measures to reduce the possibility of challenging behaviour through establishing a stimulating, engaging, participatory, fun, and creative learning environment that encompasses all learning styles. Encouraging positive behaviour through praise and reward which will promote a growth mindset and a positive atmosphere.
Inclusion
Inclusion is of utmost importance and something I employ in my practice every day to ensure all are supported and have an understanding of the wider world. Practice, research and literature has emphasised the broad definition of inclusion and the need for it to be a person-centred approach and what may be acceptable and inclusive for one human may not be for another. Ergo communication, positive relationships is crucial to the overwhelming notion that the child is at the centre. Inclusion appears to be the social transformation of education and practice. The view and vision of the ideal concept of inclusion is to recognise the salient active-involvement to pursue common-place values. Ergo the trajectory for responsible inclusion is to recognise the multidiscipline of needs, whilst seated in practice, pedagogy, curriculum and access. Thus in practice I endeavour to recreate societal norms and educational commodification and pressures. Thereafter, identifying if strategies are feasible, funding is implemented, and necessary resources provided to accommodate all needs, regardless of disability, placement and provision. For example implementing emotional regulatory provisions with an Occupational Therapist and emotional support worker. Conducting a weekly social skills group and a safe space to converse and share problems through a variety of methods has also proved to promote inclusion in my classroom.
A specific example would be the diverse needs of children in my class who require different types of inclusion through differentiation of need, emotionally, academically and physically. Whether this be through seating, reward system, chill-time, voice utilised, mannerisms around the class and work given. For example I have two children in my class who have Autism with and EHCP and their needs are starkly different therefore I alter my approach with each of them through understanding their likes and dislikes, to ensure they make rapid academic progress.
Inclusion happens in my every day practice as a teacher not just with children but also parents. Dependent on parents background, language needs, and personality my approach differs to ensure they feel their voice is heard and that I have a strong understanding of their backgrounds. Refuting stereotypes is significant also therefore every day I promote to all my children they are capable of anything and everything in this world. I do this by educating them on Women's rights, Black History, and current affairs through watching the news and having regular open conversations. Alike the children within my class are from a variety of backgrounds therefore we do regular presentations, festival celebrations and show and tell to promote a further learning of diversity. Inclusion and diversity is of utmost importance to ensure we learn, share and enhance our knowledge of all people in the world.
In the education profession, I want children to receive a well-rounded education. By volunteering I developed personal attributes such as patience, enhanced knowledge of children’s needs, diligence and a positive conscientious attitude. I understood the huge impact a child’s background has on their development in all broad areas of need; therefore, the necessity to develop strong and trusting relationships with the children and be sensitive to their individual needs. Throughout volunteering experience and teaching opportunities, I have been complimented on my interaction and rapport with all children many of whom had a high level of additional needs and my ability to engage hard to reach children through appropriate implementation of strategies and support.
Thank you for considering my application. I would value the opportunity to share more with you at an interview about how I can contribute towards educational visions and ethos to create a positive, happy, welcoming and inclusive learning environment.
English and Basic Math lessons in Bournemouth, UK.
History, English, and Sociology lessons in Dorset, UK.
I have taught widely across the whole of Key Stage 2 but specialise particularly in Year 5 and 6 and ensuring that all pupils are academically, socially and mentally ready and prepared for the transition to secondary education. This is vital to ensure that they continue to fulfil their potential and make the most out of opportunities available to them.
I am a native Spanish speaker with 5 years teaching experience in secondary schools, and 3 years experience in 1-1 tutoring. I can teach Spanish and English to all levels and abilities, and basic German to beginners level.
Happy to assist with homework, focus on developing your speaking skills, reinforcing content from lessons, preparing for exams or anything else to help you achieve your goals. Personalised planning and delivering of content according to individual necessities.
Additionally, I offer translation and interpreting services as I am a qualified translator and interpreter.
I can provide DBS check and qualifications upon request. I work full time so my availability is mainly weekends but get in touch to let me know about yourself and discuss further. I am based SO15 but could commute.
