Sandra

I am a teacher of English as a foreign language and also Italian, my native language. Until recently, I have worked as a free-lance while caring for my children. I am now in a position to offer my services on a full-time basis. I am told that I am a warm, cheerful and out-going person with a kind and generous nature.I really enjoy being with young people. My house is often full of teenagers as I organise study holidays for Italian students of English as a foreign language. I am ICT literate and often use the internet for research purposes. I have always been actively involved in the Performing Arts and have a passion for Fine Arts and Literature. I take pleasure in activities which bring me close to nature. I enjoy walking, swimming and horse riding.

Tutoring Experience

October 2011 - August 2022
*Teacher of English as an Additional Language (EAL) at King's College Taunton
*Private tutoring EAL and Italian
July 2004 – August 2010
*Study holidays (Easter and Summer-time) in

Somerset, Devon and Bristol for small groups of EFL students aged 11 to 19.
*Private tutoring (Italian) for teenagers and adults.

Sept 2003 – June 2004
*TEFL at “Istituto Complessivo Via Boccea 590” State school (children aged 3 to 6).
*Private EFL courses for children aged 3 to 16
*Preparation of students for Trinity College of London and Cambridge certifications.
*TEFL for six EFL courses sponsored by UPTER (Open University) for children aged 3 to 16.
*EFL study holidays in Somerset for students aged 12 to 24.
Oct 2002 – July 2003
*Year 4 English teacher at “G.Soglian” State School
*TEFL at Via Boccea School (reception years)
*Set up own language school “The English Yard”, holding EFL courses for children aged 3 to 16.
*Preparation for Trinity College and Cambridge Certifications.
Nov 2001 – May 2002
*Progetto Lingua 2000 – state-financed course of 300 hours for students aged 12 to 14
*Preparation for Trinity College and Cambridge Certifications.
April 2001 – June 2001
*Progetto Lingua 2000: state-financed 60-hour course for Year 3 children.

Dec 1997 – June 2000
*English Teacher at a bilingual school “Socrate” (children aged 3 to 11)
*Preparation for Trinity College and Cambridge certifications.
Dec 1997 – June 1998
*Translations of university thesis in the fields of tourism and psychiatry.
*Collaboration on film translations for RAI (Italian equivalent of BBC)
Sept 1997 – June 1998
*English teacher at “Babylandia” nursery school (children aged 3 to 6)
*TEFL for Didactic English Association (children aged 6 to 14)
Oct 1996 – May 1997
*TEFL for Didactic English Association (children aged 6 to 14)
*Translation of university texts in the fields of psychology and medicine
Sept 1996 – Dec 1997
*Private tutoring of students in preparation of A-levels in English, French, Maths, Philosophy
*Play groups in English for children aged 3 to 6
May 1995 – May 1996
*Teacher at the Montessori nursery school “The Dolphin School” in Durban, South Africa

Oct 1992 – Feb 1995
*Private tuition of students aged 11 to 19
Jan 1991 – Dec 1991
*English teacher at “La Luna Nel Pozzo” nursery school.
Jan – May 1990/1989
*TEFL for a state funded, 300-hour course at Campagnano di Roma State Primary School.
Jan – Dec 1988
*English teacher at private nursery school.

Tutoring Approach

Personally, I feel the eclectic approach to teaching suits me best. I like the idea of being able to choose a variety of teaching methods that will satisfy the different learning styles, levels and aims of my students. I prefer the communicative approach, where role-play mirrors real-life use of language, to grammar translation as I believe that language learning is not about learning lists of words and verbs “parrot-fashion” but about communication. I enjoy task-based learning when I wish to target specific language. Through role-play and pair or group work, I encourage students to use and try out familiar language. Role play is extremely useful, especially when combined with drama and music. A student can use vocabulary and structures s/he would not usually use; every learner can enjoy being involved and contribute at their own level while the teacher can use her personality to create a positive learning atmosphere. When preparing students for exams, formal teaching can be appropriate for revision. I am aware that my choice of teaching method should correspond to the needs of the individual I am teaching. I believe it is the teacher’s responsibility to keep students interested and help them learn.