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Special Education lessons in London, UK.
Special Educational Needs English Mathematics One to One Tuition. Behaviour modification NLP Practitioner Empowering Learning Practitioner
Barnoldswick, UK.
My name is Sara,
I'm a special needs tutor tutoring pupils with challenges as follows; ASD, ADHD, Dyslexia, Developmental Delay, Dyspraxia, Dyscalculia, Dysgraphia, related school anxiety and concentration difficulties.
I tutor Ks 2, KS 3 and children with SEND.
Recently I've been tutoring a Dyslexic adult for entry level English.
Special Education, English, Psychology, and Computer Skills lessons in Hull, UK.
Based in England, I provide high quality private tutoring for primary school children. I am able to offer face to face tutoring for children living locally in the South West, or online if you live further afield. I am a qualified primary school teacher with over 5 years experience in both the private and state school education sector. Additionally, I am a qualified Special Educational Needs (SEN) teacher, able to develop teaching strategies which are adapted to each child's unique needs.
From English, Maths and Science to SEN interventions, I can provide your child with the support they need to succeed. I offer one off sessions or block bookings to suit your schedule.
For more information or to book, please contact me today.
Hello! My name is Lucy, I am a qualified Primary Education and TESOL teacher and extensive experience teaching a range of ages, from 4 years old to 44! I have a combination of passion, high-quality education, and practical teaching experience in a range of countries and subjects. I currently work full time as a Primary School teacher, with my enthusiasm and expertise lying in the Early Years Foundation Stage and the Year 2 curriculum. My job means that I have gained extensive, first-hand experience in working with learners who have special educational needs for example ADHD, ODD, Autism, SPD, and EAL, and have developed a range of strategies in order to deliver effective learning to children with these needs. I have taught many key KS1-KS3 subjects including English Language/Literature, Maths, Phonics, and English as a Foreign Language in the U. K, Spain, and Hungary. In accordance with my qualifications, I have planned and performed multiple lessons observed by an external moderator, in order to assure the high quality of my teaching. This includes a recent OFSTED inspection in October 2017, where I was commended on my strong relationships with my students and effective differentiated teaching strategies for a range of abilities. I have studied English with Spanish at the University of Southampton and completed a year abroad at the Universitat de Barcelona, where I studied linguistics. My modules include “Teaching English as a Foreign Language”, “Semantics”, “English Phonetics and Phonology”, “Translation”, and “Introduction to Linguistics”. I believe these modules give me an excellent theoretical knowledge base in order to teach English Language and Literature, with the practical experience of developing my Spanish language skills abroad in Spain. In Barcelona, I taught private English lessons to a self-built client base of Spanish speakers, aged 6 to 42 years old. Within tutoring, I had to create individual lesson plans and be flexible with my strategy, as each person had a different learning style and learning target. This means I am aware of different learning styles, such as visual, practical, abstract, and kinetic, and can adapt my techniques according to the individual student. In Barcelona, I also volunteered as a teacher at a Sunday school. The age range was from 2 years old to 11 years old, and we practiced learning Spanish and English through games, songs, art, and other creative methods. I also organised fun day activities such as a Water Play Day, and an Easter Fun Day. I adore working with children, and always form strong bonds with their families. In addition, as I lived abroad and I speak a foreign language, I believe I can truly sympathise with students on the difficulties of learning an unfamiliar subject. This empathy makes me a great teacher, as I am able to put myself in the shoes of my students and help them to overcome their struggles. I look forward to hearing from you and helping you or your loved one towards your personal learning journey. I pride myself on my excellent communication skills and will endeavor to respond to your messages as quickly and as professionally as possible. Together we will work on creating a personal, realistic, and achievable learning journey that will help you to achieve your educational goals.
I have 5+ years experience as a teaching assistant and cover supervisor within primary, high and alternative provision. I am educated at degree in education and currently Ma Social Work. I have experience within Special Needs Education and GCSE.
Hi all,
My name is Sam W. and I am a mathematics teacher from Nottingham, UK.
July 2017 I have been tutoring online part-time and have now moved to full-time tutoring through zoom platforms, 5 days a week. I enjoy working with students (children/adults) that have a passion for mathematics or who struggle with the basics.
I have experience working in both primary and secondary mainstream settings, whilst currently working part time also, in an alternative provision for students with special needs. I deliver both 30 minute & 50 minute lessons, reaching students across the UK and as far as eastern asia.
I would be more then happy to offer a free trial session, so that I can get to know the student and find out exactly what it is they enjoy/struggle with.
My lessons are fun, interactive and as practical as can be :)
I hope to hear from you soon
Sam
I have had experience working in primary schools for almost two years now, working with children with SEND and SEMH difficulties as well as other children to help them achieve their full academic potential. I have delivered 1:1 and small group based interventions in age ranges from 4 years old in their early years all the way up to 11 in the run up to SATs. I have spent a lot of time working with children who had the academic level of several years below their age group however after sometime of 1:1 intervention they have thrived and caught up with their peers. Not only have I worked with children for their academics but I have also worked with children to help give them the opportunity to learn self regulation and mental health support. This has come from a wide range of support programmes such as zones of regulation and social detective. I pride myself on how fun and engaging I like to make my time with children and with how much of a difference emotion coaching can make to their lives. In the run up to SATS I worked in delivering intervention based lessons to our cusp students to help them go on to achieve greater depth in their SATs but also to help children who believed they couldn’t do their SATs.
The most powerful tool of advocating, protecting, supporting and educating children is to continuously have an affirmative impact on children’s lives. I believe education is something which everyone, despite cultural, societal or religious barriers, have the right to obtain whilst offered equal life chances and outcomes. Every single individual has the right to the freedom which education allows; teaching facilitates me to empower, support and be an ambassador for all children to reach their full potential. Through teaching I hope to facilitate children to be agents of change, positively shaping their future by equipping them with life-long tools aiding emotional, mental and physical www.*** want to provide children with sound foundations through giving them the building blocks of education to allow them to flourish in their personal and educational development. Similarly, applying my learning from a wide variety of teaching opportunities and placements, I want to further develop children’s thirst for knowledge and set their educational compass in the right direction. I am passionate and committed to providing accessible and equal opportunities for all children focussing on and celebrating every child as an individual. I strongly believe in educating children about the wider world to encourage compassion, empathy, inclusivity and a sense of belonging. It is this enthusiasm and passion to inspire, empower and support all children through education.
I have a clear vision for the type of school and classroom I would like to create and below I have outlined the most integral elements of this.
Building Enriching Experiences
I believe it is extremely important for children to have enriching experiences whilst learning. I think very carefully about the lessons and topics I have planned to create moments of interest and ensure learning is fun as well as rigorous. An example of this is the medium term planning of the Stone Age Topic I implemented. I enjoyed this as I could practically apply knowledge from my degree. Planning and implementation of the topic was covered through a cross-curricular approach to secure the children’s learning process in a multi-faceted way. I have also made use of carousels within all Creative Me Topics and taken a ‘child as teacher’ approach within these. Through this, children were engaged in their learning and developed their skills as independent learners. One significant example the children seemed to enjoy the most was an afternoon to introduce the topic (a WOW day), I placed the learning motivation on the children by encouraging them to teach me and detailing how I had not taught them anything, they taught themselves through facilitating an accessible carousel of activities for all. These encompassed creating a fact file; finding 5 facts in fact books; caveman experience (drawing under the table of what potentially could be found in a cave); reading ‘The Stone Age Boy’ and observing tools, rocks and fossils from this era. This was a great hook into the topic and a fundamental means to ensure a learning experience with lasting impact. In observations and reviews a strength of mine is to build experiences such as these, which intuitively engage children and achieve fulfilment of potential. The curriculum pathway needs to be designed to be motivational and I believe that I can ensure this is continuously built and incorporated into your school.
Ensuring Impact, Pupil Progress and Recognising Individual Needs
During teaching I utilise AfL to continually adapt planning as needed to inform proceeding lessons, to address misconceptions and support learning. It is particularly interesting to note the vital need to root a topic in all subjects and see the greater progress children make and the ‘sticky knowledge’ concept at play. From teaching, studies and various opportunities of placements, my significant awareness of individual children’s metacognition needs and my capability to always strive and deliver inclusive and child-centred lessons was noted. I have been lucky enough to have a wide range of diverse teaching opportunities in both specialist and mainstream provision. In all settings I was aware of safeguarding and followed school guidelines. I have experience of pupil premium, SEN and SEMH needs and children with EAL, high achieving students and a mixed age class. While teaching in specialist provision I worked with students with PMLD and SLD needs; I planned and implemented tasks through a small steps approach, to create inclusive learning and holistic measures to meets their needs. I was then able to transfer these skills to a mainstream classroom practice, to incorporate various stimuli: creative and sensory-driven activities which are visually, auditory and kinaesthetically stimulating to actively engage each individual child. My colleagues have recognised my ability to adapt to individual needs and my analytical approach as a strength.
My degree has reinforced my knowledge and awareness of a holistic approach towards children’s education, when teaching the ability to adapt, plan, and deliver the curriculum as far as possible to the child’s individual needs and abilities is essential. Through appropriate deployment of support staff and differentiation in resourcing and approach, this allows me to anticipate potential barriers to learning, but also to challenge and advance the higher attaining pupils. I recognise it is essential for all children to be appropriately challenged and accomplish maximum progress. I consistently make use of assessment to advance progress. During teaching I observe and employ questioning, live-marking, written feedback and peer assessment as strategies to address a child’s understanding of a method or concept. I utilise specific positive and constructive oral feedback throughout all of my lessons, this offers in-the-moment feedback which provides the chance to address misconceptions that may inhibit learning. It has been observed that I consistently deploy a range of AfL strategies such as the use of highly effective open-ended questions to enable and promote a high proportion of pupil talk to assess and address knowledge, understanding and misconceptions during input to ensure misconception are minimised prior to task completion. Employing the use of AfL I have implemented various provisions, support strategies and various medium-term plans to accommodate the needs of students who struggle with reading comprehension, and maths. Here I recognised the essential need to adapt planned content, even if this means taking a step back, to simplify and embed subject knowledge in a small-step-by-step approach. During teaching I recognise that Enhancement is a crucial tool to utilise to maximise learning potential for all, whether it be to address previous misconceptions, or provide an enhancement of knowledge prior to lesson to be able to deploy cutaway groups to ensure optimum progress is consistently facilitated.
Through effective assessment/planning, it was imperative to ensure a student-voice and child-led approach was prevalent to encourage participation. For example, peer-learning, where understanding can be increased. I consistently instil a collaborative approach between me as the practitioner and the child/children where all voices and ideas are equal. I am aware of the need for Pace within a lesson that is appropriate to children’s needs to ensure consistent engagement.
Creating a Positive Culture with High Expectations and Outstanding Relationships
I consistently model and encourage the positive attitudes, choices and values expected from the children. My compassionate, empathetic and encouraging character ensues a learning environment where children are equal, have a voice and feel safe and supported in both aspects of educational and wellbeing development. This enables achievement of positive learning outcomes and growth socially, emotionally and academically. An in-depth understanding of the whole child is crucial. A knowledge of the child’s educational, social, emotional and mental health need and their family life is fundamental to minimise behavioural challenges. My responsibility is to consistently maintain a proactive approach that strives always to build and maintain a positive and inclusive environment, which takes into consideration the reasons for a child’s behaviour. I work to build respectful, positive and meaningful relationships with the children and their families. My belief is that behaviour management should be a restorative process, of moral reasoning and conflict resolution, and not a blanket approach. It is imperative that a child should be treated as an individual and teaching and behaviour strategies should, as far as possible, be flexible to ensure a positive outcome is achieved for each child. For example, I have written and implemented numerous EHCP's, individual behaviour management plans and strategies to support children who are struggling with certain aspects of the school environment. Emphasising my belief to take measures to reduce the possibility of challenging behaviour through establishing a stimulating, engaging, participatory, fun, and creative learning environment that encompasses all learning styles. Encouraging positive behaviour through praise and reward which will promote a growth mindset and a positive atmosphere.
Inclusion
Inclusion is of utmost importance and something I employ in my practice every day to ensure all are supported and have an understanding of the wider world. Practice, research and literature has emphasised the broad definition of inclusion and the need for it to be a person-centred approach and what may be acceptable and inclusive for one human may not be for another. Ergo communication, positive relationships is crucial to the overwhelming notion that the child is at the centre. Inclusion appears to be the social transformation of education and practice. The view and vision of the ideal concept of inclusion is to recognise the salient active-involvement to pursue common-place values. Ergo the trajectory for responsible inclusion is to recognise the multidiscipline of needs, whilst seated in practice, pedagogy, curriculum and access. Thus in practice I endeavour to recreate societal norms and educational commodification and pressures. Thereafter, identifying if strategies are feasible, funding is implemented, and necessary resources provided to accommodate all needs, regardless of disability, placement and provision. For example implementing emotional regulatory provisions with an Occupational Therapist and emotional support worker. Conducting a weekly social skills group and a safe space to converse and share problems through a variety of methods has also proved to promote inclusion in my classroom.
A specific example would be the diverse needs of children in my class who require different types of inclusion through differentiation of need, emotionally, academically and physically. Whether this be through seating, reward system, chill-time, voice utilised, mannerisms around the class and work given. For example I have two children in my class who have Autism with and EHCP and their needs are starkly different therefore I alter my approach with each of them through understanding their likes and dislikes, to ensure they make rapid academic progress.
Inclusion happens in my every day practice as a teacher not just with children but also parents. Dependent on parents background, language needs, and personality my approach differs to ensure they feel their voice is heard and that I have a strong understanding of their backgrounds. Refuting stereotypes is significant also therefore every day I promote to all my children they are capable of anything and everything in this world. I do this by educating them on Women's rights, Black History, and current affairs through watching the news and having regular open conversations. Alike the children within my class are from a variety of backgrounds therefore we do regular presentations, festival celebrations and show and tell to promote a further learning of diversity. Inclusion and diversity is of utmost importance to ensure we learn, share and enhance our knowledge of all people in the world.
In the education profession, I want children to receive a well-rounded education. By volunteering I developed personal attributes such as patience, enhanced knowledge of children’s needs, diligence and a positive conscientious attitude. I understood the huge impact a child’s background has on their development in all broad areas of need; therefore, the necessity to develop strong and trusting relationships with the children and be sensitive to their individual needs. Throughout volunteering experience and teaching opportunities, I have been complimented on my interaction and rapport with all children many of whom had a high level of additional needs and my ability to engage hard to reach children through appropriate implementation of strategies and support.
Thank you for considering my application. I would value the opportunity to share more with you at an interview about how I can contribute towards educational visions and ethos to create a positive, happy, welcoming and inclusive learning environment.
Oliver D. is an interdisciplinary (psycholinguistics) PGR at Manchester Metropolitan University. His PhD research examines the composite language and communication phenomena of schizophrenia, as relative to figurative language processing, using experimental psycholinguistic methods; his master's dissertation focused on paralinguistics: blended displays (i. e. complex facial expressions) of emotion; and his bachelor's took the form of a stylistics combined honours (i. e. linguistics with creative writing). His vocational experience includes a substantive clinical education post within NHS psychiatric services—specifically, as an interpersonal communications tutor; in parallel, he has provided consultancy services since 2011.
TEACHING EXPERIENCE YMCA Manchester, Manchester; 13/08/2018–03/09/2018 course designer and facilitator, ‘DICE-6’, Youth and Community Service • interactive teaching; instructional design; evaluation Manchester Metropolitan University, Manchester; 22/05/2018– sessional lecturer, Department of Languages, Information, and Communications • interactive teaching; instructional design; evaluation Exeter Learning Academy, Exeter, 04/2017–08/2017 instructional designer • interactive teaching; instructional design; evaluation Devon Partnership NHS Trust, Exeter, 06/2015–12/2016 interpersonal communications tutor • interactive teaching; instructional design; evaluation Sole trader, Exeter, 01/10/2011– consultant academic • interactive teaching; instructional design; evaluation; (under; post)graduate supervision PRESENTATIONS AND INVITED LECTURES Workshop, ‘Situational Revision for Dangerous, Sensitive, and/or High-risk Interactions’, 27/11/2018 Workshop, ‘Linguistic, Paralinguistic, and Extralinguistic Awareness in Supportive Encounters’, 20/11/2018 Workshop, 'Decoding Multichannel Communication in Therapeutic Relationships’, 13/11/2018 Workshop, 'Intercultural and Intracultural Negotiation', 22/05/2018 Presentation, 'Formal Thought Disorder, Creativity, and Figurative Language', Digital Semantics Symposium, 18/10/2017
EDUCATION PhD Manchester Metropolitan University, Psycholinguistics 2017– MA Falmouth University, Professional Writing 2017 BA Falmouth University, (comb. hons.) English with Creative Writing 2014 PRESENT APPOINTMENT Sole trader; Manchester; 01/01/2017– consultant psycholinguist • communications training and continual professional development o interpersonal; pathological; organisational; instructional; special educational; general academic • impression management; facework; negotiation; persuasion, influence, and compliance o project management; mentoring; coaching; correspondence; literature; relations • discourse, conversation, corpus, multi-channel, and statistical analyses o orthographic; FACS; BAP; Jefferson; Du Bois; phonemic; phonetic; quantitative; qualitative PRESENT CONTRACTS YMCA Manchester, Manchester; 15/08/2018–01/11/2018 project coordinator, ‘mental health champions’, Youth and Community Service • project management YMCA Manchester, Manchester; 15/08/2018–01/11/2018 CPD developer and facilitator, Youth and Community Service • interactive teaching; instructional design; evaluation RESEARCH EXPERIENCE Manchester Metropolitan University, Manchester; chief investigator, ‘Creativity: Schizophrenia’s “Missing Link”?’ 2017– advisors: Professor Dawn Archer, Dr Gerasimos Chatzidamianos, Dr Samuel Larner, and Dr Phillip de Warren-Penny • project management; quantitative research; instructional design; applied psycholinguistics; (post)graduate supervision TEACHING EXPERIENCE YMCA Manchester, Manchester; 13/08/2018–03/09/2018 course designer and facilitator, ‘DICE-6’, Youth and Community Service • interactive teaching; instructional design; evaluation Manchester Metropolitan University, Manchester; 22/05/2018– sessional lecturer, Department of Languages, Information, and Communications • interactive teaching; instructional design; evaluation Exeter Learning Academy, Exeter, 04/2017–08/2017 instructional designer • interactive teaching; instructional design; evaluation Devon Partnership NHS Trust, Exeter, 06/2015–12/2016 interpersonal communications tutor • interactive teaching; instructional design; evaluation Sole trader, Exeter, 01/10/2011– consultant academic • interactive teaching; instructional design; evaluation; (under; post)graduate supervision PRESENTATIONS AND INVITED LECTURES Workshop, ‘Situational Revision for Dangerous, Sensitive, and/or High-risk Interactions’, 27/11/2018 Workshop, ‘Linguistic, Paralinguistic, and Extralinguistic Awareness in Supportive Encounters’, 20/11/2018 Workshop, 'Decoding Multichannel Communication in Therapeutic Relationships’, 13/11/2018 Workshop, 'Intercultural and Intracultural Negotiation', 22/05/2018 Presentation, 'Formal Thought Disorder, Creativity, and Figurative Language', Digital Semantics Symposium, 18/10/2017 PROFESSIONAL TRAINING Award in Education and Training, Level 3; Highfield ABC, 09/10/2018 First Aid in the Workplace, Level 3; Highfield ABC, 03/10/2018 Paediatric First Aid, Level 3; Highfield ABC, 05/10/2018 Good Clinical Practice (primary care), National Institute for Health Research, 24/04/2018 Good Clinical Practice (secondary care), National Institute for Health Research, 24/04/2018 Advanced-Level Apprenticeship in Health and Social Care, IQ Level 3; Skills for Care and Development; 08/03/2017 HRA Researcher Training, Health Research Authority, Manchester Metropolitan University, 24/02/2017 MMU Research Integrity, Health Research Authority, Manchester Metropolitan University, 24/02/2017 Diploma in Health and Social Care, IQ Level 3; Skills to Group Ltd.; 31/01/2017 Prevention and Management of Violence and Aggression, Level 2 (instructor); Ethical Care, Control, and Restraint; 24/06/2016 Certificate in Preparing to Work in Adult Social Care, Skills to Group Ltd., 21/04/2016 Good Clinical Practice (primary care), National Institute for Health Research, 05/02/2016 Good Clinical Practice (secondary care), National Institute for Health Research, 05/02/2016 Facial Action Coding System, coder certification; Paul Ekman International Plc.; 20/11/2015 Care Certificate, Devon Partnership NHS Trust, 06/07/2015 Micro Expression Training, eMETT 3. 0; Paul Ekman International Plc.; 10/04/2015 Subtle Expression Training, eSETT 3. 0; Paul Ekman International Plc.; 04/04/2015 PROFESSIONAL SERVICE Editor Hive: The Postgraduate Journal of the Faculty of Arts and Humanities, Manchester Metropolitan University, 2018 Abstract reviewer Provoking Discourse, Manchester Metropolitan University, 2017 PROFESSIONAL AFFILIATIONS Association for Psychological Science, 2018– Society for Editors and Proofreaders, 2018– AWARDS Elizabeth and Gordon Bloor Award 2007 PUBLICATIONS Books D., O., Some Poems, Lulu, 2013. D., O., Sentiments, Erbacce Press, 2011. D., O., Coffee and Cigarettes, Erbacce Press, 2007. Journal Publications D., O., The Annual, 2016–2017. D., O., LIPHAR, vol. 3, 2014. D., O., Coldbathstreet, vol. 1, 2013. D., O., Forward Press Regional Anthology, 2011; 2012; 2013; 2014. D., O., Myths of the Near Future: Compendium I, Vol. 1, 2008. LANGUAGES English: native linguistic proficiency; professional (post-native) proficiencies: linguistic, paralinguistic, and extralinguistic REFERENCES Professor Dawn Archer Department of Languages, Information, and Communications | Manchester Metropolitan University | T: tel: *** 7 | e-M: ***@*** Dr Gerasimos Chatzidamianos Department of Psychology | Manchester Metropolitan University | T: tel: *** 8 | e-M: ***@*** Dr Samuel Larner Department of Languages, Information, and Communications | Manchester Metropolitan University | T: tel: *** 2 | e-M: ***@***
I have many years experience teaching children, teenage and adult learners in many different subject ranging from functional skills maths and English to English as a foreign language to health and social care. I specialise in behaviour whether that be the behaviours we associate with ADHD and Autism or behaviours that act as a barrier to our learning.
Teaching is my true passion, I have a strong track record with past students going onto pass exams, get into colleges and universities, securing apprenticeships and work amongst other achievements.
I believe a rapport needs to build between student and teacher so I am happy to offer my first session free of charge. There will also be a reduction for siblings/small groups.
I am a postgraduate in sciences and have a bachelors degree in maths,physics and chemistry. I can help you with maths, chemistry and physics (Nat5, Higher, Advanced Higher, undergrad levels .I have been tutoring for more than 10 years and my experience has allowed me to adapt to the level and personality of each student. I taught more than 400 students in total, with various levels, be it children, teenagers or adults.
For study online classes you can whatsapp message me on
tel: ***
As a tutor, I am used to give efficient and adaptive methodology sheets that synthesize courses and enable students to understand the key www.*** studied Maths, Physics and Chemistry as my A level subjects, from which I got outstanding results, A*AA.
My focus is to build strong fundamentals. Each student is different, so is the teaching pattern. A regular home work and assessment is part of the tuition. I also provide revision notes. Few toppers at Independent and Grammar schools are my students. - Which subject(s) do you teach? Maths and Science at A Level, GCSE, KS3, KS2 and 13+, 11+
For study online classes you can whatsapp message me on
tel: ***
- Which qualifications do you prepare your students for? For getting into Grammer Schools, Independent Schools and comprehensive www.*** +, 13+ , GCSE and A level. - Describe your arrangements for online tutoring. It is done through Skype,zoom ,google-meet,etc. - Do you have a personal message for students? All I want is your interest and time.
For study online classes for your child you can whatsapp message me on
tel: ***
I am a qualified teacher with over twenty years experience in both the state and private sector. I have successfully worked with children across the SENIOR SECONDARY and secondary age, giving them the knowledge and confidence to achieve their full potential at school. I have excellent understanding of the requirements of the major exam boards, which has enabled me to support and guide my GCSE students and as a result the vast majority of them have achieved their desired www.*** an initial assessment and consultation with the student and their parents I set up a personalised study plan with targets agreed by all parties. I work at the student's pace, ensuring in-depth understanding of the topics covered in the lesson. This is then followed up by homework activities in order to reinforce their understanding of the topic. All students have their preferred way of learning and I try to accommodate all types of learning styles to maximise their enjoyment of the lesson and aid their success in achieving their academic goals.
For study online classes you can whatsapp message me on
tel: ***
I am an experienced and passionate teacher and tutor for 9 years. I really enjoy sharing my knowledge and experience! I use different techniques and strategies to keep students engaged and maximize the progress of learning at their own paces. I motivate students to surpass their potentials. I offer tailored teaching as I know each student is different. I visualize the problems and use analogies to make them easier for students to understand. I have wide horizons, I was studying also materials engineering and linguistics and I'm fascinated about technology&programming&sciences and history&culture&geography. I graduated from Molecular Biophysics (Bachelor) and now I am studying Bioinformatics and Biology of the Systems (Masters).
A positive atmosphere in classes is very important for me.
I hope to meet you in the class/session!
Special Education, Special Needs, Turkish, and Autism lessons in Manchester, UK.
Ks1&2 Maths, English, History, Geography, SEN, 11+, remedial literacy & numeracy lessons.
A committed and accomplished Ph. D. graduate with a track record of achievement in diverse and challenging environments including European affairs, journalism, international education, cultural relations and special educational needs.
Italian, Latin, European History, Italian Cooking, Special Education, and Social Psychology lessons in Cagliari, Italy.
Tutoring Centre is the very best Educational Centre in Cranbourne. Our Tutors are Providing high quality education by Expert Tutors in Cranbourne for year 1 to year 12. Our tutors are friendly and ready to help students of from Clyde, Lynbrook, Carrum downs, Lyndhurst, Sandhurst, Frankston, Skye, Beacon hills and Langwarrin.
