Lisa Smith

I always follow the same structure which has proved fail safe and effective.

I ensure the student understands key skills demanded of them based on the specific exam question/s.

I then share a as clear strategy on how to respond to the question. This normally takes form in an acronym. I then model end talk through step-by-step of how I arrived at my answer.

I then get the student to repeat that process independently under timed exam conditions. Next, I marked the peace and provide clear six and feedback in the form of a target/s.

I said homework to consolidate the skills and begin the following session with marking a piece of homework to assess how well the student has developed.

I think praise and encouragement is necessary in supporting students learning. And where students do not answer questions successfully, I am very clear in telling them that the answer is wrong and do not sugarcoat this. However, when the student gets things right or are trying, it is important to acknowledge their efforts as well.

Finally, I try to ensure that all my resources are age-appropriate and accessible for the students. It’s important to have a clear objective of what the student and the parents want to achieve. Often this can take form of an improved examination result, but sometimes parents want students to develop confidence in the subject.

Regardless of the aim, it is important that both the tutor (me) and the parents are very clear as to the aim of the sessions.

I look forward to meeting your child and working with them on their English.