Basic info
Profile info
Viewed: 33 times
Visitors: 28
Registered: 18/6/2020
Last Online: 19/8/2020
Will Travel: 10+ miles
Location
Online
At home
Tutor's location
Can tutor in
English
Experience
over 10 years
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Paul B.

- (0)
£25
General info
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I believe myself to be a bright, engaging and enthusiastic tutor, who has always enjoyed making a difference.
Subjects
Subject Age/level and price

English lessons

Primary Age - £25 - 60min
Secondary Age - £25 - 60min
KS1 - £25 - 60min
KS2 - £25 - 60min
KS3 - £25 - 60min
Secondary School Preparation - £25 - 60min
Student Preparation - £25 - 60min
Ages 5 - 7 - £25 - 60min
Ages 8 - 11 - £25 - 60min
more

Maths lessons

Primary Age - £25 - 60min
Secondary Age - £25 - 60min
KS1 - £25 - 60min
KS2 - £25 - 60min
KS3 - £25
Secondary School Preparation - £25 - 60min
Ages 5 - 7 - £25 - 60min
Ages 8 - 11 - £25 - 60min
more
Schedule
Sun Mon Tue Wed Thu Fri Sat
AM
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
11:30-12:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
10:00-10:30
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
9:00-9:30
9:30-10:00
10:00-10:30
10:30-11:00
11:00-11:30
11:30-12:00
10:00-10:30
PM
12:30-1:00
12:30-1:00
1:00-1:30
1:30-2:00
2:00-2:30
2:30-3:00
3:00-3:30
3:30-4:00
4:00-4:30
4:30-5:00
5:00-5:30
5:30-6:00
6:00-6:30
6:30-7:00
7:00-7:30
7:30-8:00
8:00-8:30
8:30-9:00
4:30-5:00
12:30-1:00
1:00-1:30
1:30-2:00
2:00-2:30
2:30-3:00
3:00-3:30
3:30-4:00
4:00-4:30
4:30-5:00
5:00-5:30
5:30-6:00
6:00-6:30
6:30-7:00
7:00-7:30
7:30-8:00
8:00-8:30
8:30-9:00
12:30-1:00
1:00-1:30
1:30-2:00
2:00-2:30
2:30-3:00
3:00-3:30
3:30-4:00
4:00-4:30
4:30-5:00
5:00-5:30
5:30-6:00
6:00-6:30
6:30-7:00
7:00-7:30
7:30-8:00
8:00-8:30
8:30-9:00
12:30-1:00
1:00-1:30
1:30-2:00
2:00-2:30
2:30-3:00
3:00-3:30
3:30-4:00
4:00-4:30
4:30-5:00
5:00-5:30
5:30-6:00
6:00-6:30
6:30-7:00
7:00-7:30
7:30-8:00
8:00-8:30
8:30-9:00
12:30-1:00
1:00-1:30
1:30-2:00
2:00-2:30
2:30-3:00
3:00-3:30
3:30-4:00
4:00-4:30
4:30-5:00
5:00-5:30
5:30-6:00
6:00-6:30
6:30-7:00
7:00-7:30
7:30-8:00
8:00-8:30
8:30-9:00
4:30-5:00
12:30-1:00
1:00-1:30
1:30-2:00
2:00-2:30
2:30-3:00
3:00-3:30
3:30-4:00
4:00-4:30
4:30-5:00
5:00-5:30
5:30-6:00
6:00-6:30
6:30-7:00
7:00-7:30
7:30-8:00
8:00-8:30
8:30-9:00
Special Services - Paul B.
Dyslexia
Special needs
Autism
Dyscalculia
Speech, Language Impairment
Education
Institution Town Speciality Degree Class
University of Brighton Brighton Primary Years Master Distinction
University of Brighton Brighton Economics and Computing Bachelor 2:1
Additional information and experience - Paul B.

 

BIO

 

I believe myself to be a bright, engaging and enthusiastic tutor, who has always been fortunate to receive excellent feedback from his clients.

 

I gained a BA Hons in Economics and Computing, before gaining a distinction on his Post Graduate Certificate in Education (PGCE), specialising in Maths and SEN. I have extensive experience in both Tutoring and in the Primary Education field, having been teaching for 20 years and tutoring for 12 years, both 1 to 1 and online.

 

I tutor in English, Maths, study skills and SEN, within Key Stage 2 to Key Stage 3. I also tutor 7+, 8+, 11+, 13+ Pre-test and 13+, including all aspects of Maths, English and Verbal/Non-verbal Reasoning. I tutor 1 to 1 one off sessions to complete units of work. My experience also includes full home schooling. Having been an SEN teacher and SENDCO at previous schools, I also has extensive experience in tutoring children with  Special Education Needs.

 

I have successfully prepared students for entrance exams for many top schools including Roedean and Brighton College.

 

Tutoring and Teaching Experience

 

I have tutored 1 to 1 and in group situations. Over the last 6 years, I have offered tuition online using Skype, Zoom and MS Team.

 

I have always believed in talking to both parents and student, to identify what the specific needs of the student are before tailoring a specific program to their needs

 

I also always provide students with weekly progress notes and follow up work based on learning objectives.

 

Being in full time teaching has meant that I have kept up with the latest developments in education.

 

I have always been responsible for developing my own lessons and schemes of work, and have spent time in a previous position supporting less in experienced teachers develop their experience in both this field

 

An area I have specialised in during my time teaching in the primary sector has been working with children who have Special Educational Needs. Children who have both behavioural issues and purely Educational needs. I was Sendco at a previous school, which involved setting up and monitoring literacy programs for children with reading difficulties and phonic recovery groups. I worked with the class teacher to identify children who would benefit from these extra sessions. I liaised with outside specialist teachers and was responsible for writing and following through EHCP’s through the school.

 

One area of achievement I have been particularly praised for during observations at my current school, is the quality of questioning that I use to develop the children’s learning. I have also been particularly praised for the quality of the questioning. I also believe it is important to reinforce the positive, in terms of children succeeding in class and behaviour. Expectations of behaviour need to be established, with a sanctions and reward system set up. As a role model myself, it is important to set high expectations if I expect it from my students. By providing creative and interactive lessons, children will be stimulated, which in turn motivates them to learn. This offsets any potential behaviour issues.

 

I believe that using creative teaching strategies can be a powerful platform on which to develop creative thinking. These can provide opportunities to build confidence by encouraging pupils to take risks, so removing barriers to learning. An appropriate, balanced, challenging and creative curriculum is essential in developing children’s skills, knowledge and understanding. All of these, I feel, underpin personalised learning. Children should be given every opportunity to take ownership of their learning and I feel that one of the most effective ways to achieve this is through enquiry-based learning. First hand experiences bring learning to life for children and are extremely important in stimulating children’s interest in a way books cannot. For example, visiting a Roman Palace. I have been fortunate to attend training in developing the creative curriculum. This process involves the children developing their learning, and not being afraid to take a step outside of their normal comfort zone.

 


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David H.
Merseyside
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