Hi! The dynamic of my lesson entirely depends on what you want from me!

I have a folder for each child I tutor, with a bespoke response to their needs. For instance, if you were struggling with ‘Macbeth’ at GCSE we would proceed with the following dynamic. Each week we would attack a new extract from ‘Macbeth’ entailing: the plot, the meaning, the language device and finally the prime question; why is this so important? On the other hand, if the problem surrounds reading, spelling, grammar or punctuation, each week I would tailor either spelling tests, comprehension questions or worksheets to suit what I think would benefit your child. These would of course be a result of, or taken from credited resources such as the education board at whatever level your child is working at (normally via their school year, for example, KS3).

Finally! What better way to learn English than to practise it! I do set homework, not a lot, but homework nonetheless. With English, the best way to learn is by answering more questions, reading more texts and expanding vocabulary. This is key to my teaching as I plan to guide any child through reasonable amounts of homework, marking them myself (using an exam board to eliminate bias) and tracking their progress via these marks. Depending on your child’s needs that can be as little as spelling tests to practice papers for their GCSEs or A-levels!

And it’s as simple as that! I do believe however, it is integral for a parent to be engaged in this process of learning; from asking questions to simply assuring your child gets their homework done (so you're not wasting your money!). Typically, I will send a debrief to a parent about all we’ve covered in a session and homework set, including marks so parents are assured their money is being put to good use and their child is progressing at the level we both anticipated!

Hope to be hearing from you! Many thanks, Ella-Rose.