- I like to create easier ways or ‘cheat codes’ for children to learn, as this is how I did when I was younger and I gained the highest possible SAT’s as well as great GCSE’s. For example, for the 8 times table, the first number increases by 1 and the second decreases by 2, etc.

- I am patient and don’t condemn wrong answers. Rather than this I speak to the students and ask how they ended up with that result and the formula they used. Just because an answer is wrong, doesn’t mean the way in which the answer was found is incorrect.

- I choose to include positive appraisal, as when in Primary School knowing I was doing well and on the right path to figuring out a solution, this made me much more eager to learn and to put all my determination into my lessons, I began to love learning as it made me feel good about myself, and I want my students to feel the same,

- I prefer sticking to pretty strict routines, with some leniency for certain situations. I think that a routine from early sets you up for your future, and makes learning much more accessible - you know you have a lesson that day, so you can get your mind in the correct place and even prepare yourself for it, rather than just doing lessons whenever you feel like it, eventually it becomes a chore as it seems far too tedious for the student when they could be doing ‘funner’ activities.