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Kofi
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1st class free
teacher
Contact
First class free
Kofi
Town/city/borough Welling
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Secondary school
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Kofi in a nutshell
Each lesson will be aimed at building students skills and techniques, within all aspects of the English language.

From word games to reading and interactive learning tasks, I provide engaging material for students of all abilities and attention spans. Grammar, punctuation, pronunciation and technical terms are all within my remit as a tutor.

I currently tutor KS2 and KS3, however, any level of...
Each lesson will be aimed at building students skills and techniques, within all aspects of the English language.

From word games to reading and interactive learning tasks, I provide engaging material for students of all abilities and attention spans. Grammar, punctuation, pronunciation and technical terms are all within my remit as a tutor.

I currently tutor KS2 and KS3, however, any level of education is welcome. Children with special educational needs are especially welcome as I have a history of Mental Health Support Care; I understand the patience required to resonate with and teach someone who needs extra attention.

The core concept of my teaching style is to develop confidence in my students, when the barriers of ‘I can’t’ are removed or replaced with ‘I will try’, absolutely any goal can be attained.

I use a standard 1-1 teaching format where I constantly test and push the limits of students knowledge. I believe the more errors the student makes, especially in the initial sessions, the clearer the path to understanding is. I encourage mistakes, the fastest way to pick up new ideas and knowledge is to fail in the presence of a master.

Diligence and discipline is all I ask of my students, as I can only guide them to the right path; the encouragement of the parent/teacher is essential to the students learning. With the right support system and a clear outline of strengths, weaknesses and goals, I will map out the most realistic and obtainable route to academic success in the English language.
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