Hannah

I am an English teacher with 28 years of experience and success helping students from ages 11-16 develop skills and confidence in English Language and Literature. I am a dynamic teacher who has been consistently outstanding in the classroom. I help years 7-9 develop reading, writing and analysing so they are ready for the next stage of their education. I have extensive success and experience in preparing Key Stage 4 students for their English Language and Literature GCSE examinations. I am enthusiastic about assisting all students to recognise their potential at all levels. As a Team Leader of Teaching and Learning I have a wide reaching knowledge of the research linked to how to make learning accessible and how to make it stick. I use this knowledge to deliver impactful support where students can clearly see where they are, what they need to do to progress and how to achieve this. More importantly, I use research-backed strategies to guide students to ensure they gain confidence in their ability to achieve.

Tutoring Experience

Teaching for 28 years, I have tutored on a face-to-face basis with individuals and small groups. During Covid, I started to move across to online tuition. I have helped support students, who having struggled at primary school, find confidence in their English abilities to develop further at secondary school. With year 11 students, I have helped at all grades, supporting students who needed to pass (grade 4) to students who wanted to reach grade 9. Now I am leaving the classroom to focus on tutoring students who need that extra care and attention to help them reach their potential.

Tutoring Approach

All sessions are designed using research-backed strategies. Sessions are interactive to ensure students are engaged and not passive as research has proven that passive learning does not bring maximum results. Sessions start with getting students to recall prior knowledge and help them get into the right frame of mind where the new learning can build from this starting point. Content of sessions will meet areas of need established by the young person and it is important for there to be time in sessions where skills can be practised so that I can provide immediate feedback for the most impact. Sessions can include work on past papers, examining model responses and using a range of tasks to add variety.