Liam Machin

My teaching style focuses on reducing the amount of teacher talk and facilitating students to think independently and critically about the content of the course. I work with them to develop a strong foundation through which they can move onto tackling bigger topics when ready. I do this through frequent formative assessment, interactive learning and flipped learning. My examples are relevant and contemporary to support grounding theory in the real, wider world.
I have experience seeing this work effectively. Students have different learning style and focusing on student independence supports the growth of that style. Students who have struggled to get on without more support have found their needs met. Similarly, students who require the extra support
These lessons are a mixture of dialogue, usually centred on something relevant to contemporary discourse, theory and an activity or task to complete. This support the student in growing their own, independent thought and guides them to a strong position in their exams.
This approach is easy to be flexible with students on a range of levels. Students who require more support find my approach to a more relationship driven style of teaching beneficial, as it allows for tailored guidance and scaffolding while still encouraging autonomy. Meanwhile, higher-achieving students or those with strong independent learning skills benefit from the opportunity to push themselves further through critical discussion and self-directed exploration of the material.

By prioritizing student-led learning, I create an environment where students feel comfortable questioning, debating, and forming their own perspectives. This not only enhances their engagement with the subject but also helps them develop essential analytical and evaluative skills, which are crucial for both their academic success and their ability to navigate the wider world.

Ultimately, my approach fosters a classroom culture built on curiosity, respect, and intellectual challenge, ensuring that all students—regardless of their starting points—are supported in reaching their full potential.