Study Skills Lessons, Study Skills Courses near me

Hello - Geography is my passion and I have been on a mission  throughout my career to instill that passion and enthusiasm with the students I have taught. I have a wide and deep experience of teaching secondary Geography and am vastly experienced in consultancy and advisory work on teaching and learning generally. An Oxford graduate in Geography and former Head of Department and school leader, I have also developed expertise in online tutoring over these recent unprecedented times. The results I have achieved with students and the impact made on their learning have been outstanding and many of my former students have gone onto read Geography at university and many have also become teachers themselves. I currently still teach and combine this with my indepedent advisory and consultancy work. Fieldwork has been a particualr enthusiasm of mine and I have taken students to destinations all over the UK, Europe, China and Kenya. I am also skilled in online coaching that can boost the self-confidence of students and am a registered Philosophy for Children (P4C) trainer, with expertise in developing student independent learning, thinking skills and metacognition. I am a Founding Fellow of the Chartered College of Teaching. Please contact me to arrange online tutoring - I have the flexibility to accommodate different times and days to fit in with your needs, beyond the schdeule shown and propose to work over the summer holiday to help get students ready for the new academic year. I can promise those who I tutor that they will both enjoy how I teach and help them and discover a love of Geography that they may not even know they have!  

A level, Beauty therapy Diploma, Diploma in Aromatherapy, Indian Head Massage, Reflexology. Teaching and Business Diploma

Teaching is my third and final career and I love it. I have over 22 years experience of helping students of all ages and abilities achieve their goals. I am a qualified teacher with 14 years in classrooms, teaching English and law, and I'm also a qualified journalist and solicitor. I found school very challenging myself, so I completely understand why many very bright students don't do as well as they could at school. The truth is, school isn't always the best place to learn. The current situation means that by September, most of the current cohort of students in year 10 are not going to know what has hit them. GCSE has become increasingly difficult since 2008 and the 2015 reform means that it is exceedingly difficult to get above grade 6. I anticipate that this year's year 11 cohort hoping to study English at A level will be similarly shellshocked. The gap between GCSE and A level is enormous and even students with a predicted grade 8 or 9 are likely to find the A level daunting to say the least. I offer one to one support online  using facetime,  zoom and Google  docs for students able to type. I also offer small group preparation for both next year's GCSE and A levels in both language and literature to ensure that in September they hit the ground running. These sessions  are done using zoom or at my home in Ealing. Tutoring Experience:- Since 1998 I have helped literally hundreds of students to:- * achieve grade A/A*/9 in GCSE English both literature and language; * get into a wide range of top London schools both private and selective grammar schools including St Paul's Girls, St Paul's Boys, Henrietta Barnett, Tiffin Girls, Eton, UCS, as well as Merchant Taylor, Godolphin and Latimer, Haileybury, Hampton, John Lyons, Notting Hill and Ealing, Kew House, St James', Kings College Wimbledon, Haberdashers Askes, St Helen's Northwood, Northwood College, Royal Masonic, Habs Girls, Northbridge House and Latymer Upper * win scholarships to Harrow School, UCS  Northwood College and Notting Hill and Ealing High. I also help children aged 4 and above who are struggling with English, French or maths. In 2019 I had five GCSE students who attend state private schools, and three who attend private schools including St. Pauls Boys; six 11+ primary students and four home-schooled students aged 7, 12, 14 and 16. I am pleased to say that out of the 8 GCSE students, 7 got grade 9 for both English language and English literature. The other student got 9 for literstliterature for language  As for my 11+ students, in February this year all 6 of them got places at their first choice schools which were NHE, Latymer Upper, Kew House, Tiffin Girls, Henrietta Barnett and Northwood College. I also see several adults on a regular or ad hoc basis, for example Claudette who is 58. Initially I helped her with GCSE English in www.*** ; I then supported her during her Access course. She's now halfway through her degree in physiotherapy at www.*** ; Background information:- My first teaching experience was as a volunteer, teaching Adult Literacy from 1985-1987 while working as a freelance journalist. From 1995-7 I taught at a local boys preparatory school - Durston House - while completing my vocational training part time as a solicitor. I began tutoring fulltime in 1998 when I realised that although working in the law is fascinating, it's not a lifestyle I want, and I have been tutoring ever since. From 1999 to 2012 I was teaching English fulltime in a sixth form college which specialised in English at all levels from Functional Skills and IELTS, to academic English www.*** GCSE, Access, and A Level language, literature and lang/lit. I continued to see a few private students, and in 2012 I returned to fulltime tutoring. Ad hoc help:- Apart from tutoring, I also help adult students with their theses and dissertations, teach them how to edit their work properly, how to ensure that they are not straying off topic, and how to improve their vocabulary and expression. I can do this online or face to face. Help with personal statements, applications for research grants and CVs is available face to face or via Google docs. Children- and adults- with disabilities:- In the last 22 years I have taught literally thousands of students and many of them have had disabilities including deaf students, visually impaired students and students with cerebral palsy, as well as students with learning difficulties including AS, APD, dyslexia, dyspraxia, dysgraphia and ADD/ADHD. I have studied the growing problem of both ESOL and native speaking English students who have difficulty in drawing inferences from what they read. My method of teaching uses a very carefully selected range of texts to focus on intensely in order to determine whether further investigation is appropriate. I am not qualified to diagnose autism but I have successfully taught many students on the spectrum. Tutoring Approach:- Alongside teaching, I have studied the psychology of learning and have many tools at my disposal to teach the skills that today's students and job seekers need. If you are struggling in school, college or university, it is not your fault. My job is to ensure that you do not need a tutor as quickly as possible while offering ongoing support if necessary. I believe that given the right atmosphere, attitude and support, anyone can succeed. A stressful environment makes learning almost impossible, so my lessons are extremely relaxing. Students are usually amazed at how fast the time passes. At the end of the session I ensure the student understands everything covered in that session, and may ask for the student to complete an appropriate length homework to bring to the next session. My motto is "self talk determines destiny" and I help students to unlearn the idea that they can't do something. My approach is first to ensure that I am the right tutor for the student. The first session is designed for the student (and their parents) to assess me, as well as for me to work out the student's current level of ability and their learning style. In subsequent sessions the most important thing is to ensure that the student has no gaps in their understanding of the subject and what is required. So I always begin at the beginning and usually students progress very quickly through the first phase. Once they are reasonably confident and have caught up with their school's expectations, I begin to stretch them, at their own pace. I believe that students want to do well but are self-conscious and dislike asking for help at school as it makes them feel stupid. Lack of basic understanding results in lack of self confidence which can easily develop into becoming withdrawn or disruptive in class, or hating the subject. It is quite easy to turn the student's attitude around once they realise that they can succeed, so I do a lot of confidence building exercises and use praise and humour to help them see what they are doing wrong and what they are doing right. As a result of this, their self esteem is enhanced and they become more willing to contribute in class and take risks, rather than sitting in the back of the classroom praying for the time to pass. I use my own resources which I have developed by studying assessment criteria and objectives of all of the boards (AQA, Edexcel, OCR, WJEC) as well as the specifics of GCSE and IGCSE. For 11+ and CE I use a wide range of texts that are demanding and lend themselves to students learning how to explore linguisruc effects. I prefer to tutor at the student's home because I think students feel more secure and relaxed in their own home, however students can of course, come to me if this suits them better. Parents are welcome to sit in on sessions as long as the student feels comfortable with that. I am always happy to consider teaching friends at the same time to keep costs down (max group size 4 students), and am happy to negotiate an appropriate rate for group sessions. Such sessions take place in my home. Please note the following:-1. I charge a supplement of £ www.*** to travel upto 5 miles as well as a residents parking ticket if necessary or reimbursement for parking costs; 2. I require a minimum of 48 hours notice of cancellation or payment in full (except for travel time) under all circumstances including sudden illness; 3. On Sundays I only teach from my home; 4. For distances beyond 3 miles radius of my home, the minimum session is an hour and a half. This can be shared between siblings, or between subjects  eg maths and English, maths and French or English and French; 5. For distances beyond 5 miles radius of my home, I charge for one hour of my time, or an uber in both directions, whichever is cheaper, instead of £ www.*** These sessions are also a minimum of an hour and a half, which can be shared between siblings or subjects; 6. All GCSE and A level students are welcome to send me essays of upto 1000 words to comment on between sessions. There is no www.*** this service. Finally, if you would like references from current or previous students (or  their parents) please just ask. Reviews from previous students:-  From First www.*** (2010 to present) • Anh Le: 07/02/2020 - Primary (Up to 11 years) English tuition   Rating: 4/5  Comments: She is punctual and nice tutor but her teaching method is not suitable for us. Thank you for spending time with us. • Catherine Burden: 16/11/2019 Rating: 5/5 Comments: We have found Laura to be excellent. Our son really looks forward to his lessons with www.*** ;Catherine, mother of Freddie aged 9. Maths tuition for 10+ entrance exams. • Emma Newton: 16/11/2019 Rating: 5/5 Comments: Laura is a fabulous tutor, who has reawakened my sons love of literature and is doing an excellent job of preparing him for his GCSE English exams. She is also extremely reliable and a pleasure to communicate with. Highly recommended. Emma, mother of Jude aged 16. GCSE  English  language and literature. Predicted grades  8+ literature and 7+ language. Jude was entirely home schooled  for the last 15 months of www.*** ; His grades at his school were borderline 3/4 for both literature and  language. We are using the summer holidays to get a head start on A level  Literature as he will start college in September 2020 • Tomoko Taketsume: 16/10/2019 - Secondary (11 to 14 years) Entrance Exams tuition Rating: 5/5 Comments: Thank you so much for fulfilling saturday morning for my sun! Tomoko, mother of Taichi aged 11, taking 12+ exam to move from the Japanese  system to a selective English  school. Taichi succeeded in the entrance  exam for St Benedicts. Taichi took the exam 3 months after moving to London  from Japan. • Genet Mengisut: 30/10/2019 - Primary (Up to 11 years) Entrance Exams tuition Rating: 5/5 Comments: Laura has made my child independent and extraordinary. She has developed his skills in comprehension and creative www.*** would reccomend Laura. Genet, mother of Yafet (achieved 10+  full 100% UCS scholarship) Creative writing tuition. Reviews from The Tutor www.*** (now known as Superprof) 2011-2018 • Rita:  Thank you so much Laura. 1. for the lessons obviously! 2. the support & companionship you've shown to Louis and 3. moral support for us. He got A+ for English! Rita, mother of Louis, successful 13+ candidate for Harrow School • Carmela:  Rob got his A+ thank you. He absolutely loved his stint at the Sunday Times over the summer holidays. Thank you so much for organising that, it's given him a new lease on life and really helped to motivate him for starting his AS course. Rob, 16 I helped with GCSE French and English www.*** ; He got A* for both 2016 • Marie:  Hi Laura, just to let you know. I got my uni results and I got a 2:1!!! Thank you soo much for helping me and guiding me. Seriously I don't know what I would have done without you! Xxxx Marie, 21, I helped her with English and Mdfua studies A level and throughout her Llb degree. She's now a qualified www.*** ; 2014 •Sidney's mum, Julie: Sidney came top in the whole year for English and has his place at St Paul's. Thank you. Can you help Elliot?! Sidney, 12+ successful candidate for St Pauls Boys, 2016 • Amy's mum,Trish:  You have made a big difference to Amy's work and confidence, for which I am eternally grateful. She now has her grade and can do A levels!Xx Amy, English language and literature 2015 • Emma, mother of Peter (2012) and Alex(2014) and Michael (2016):  Peter and Alexandra do not think they would have got the grades they did without your help and guidance. Alex commented that you really helped her with how to answer the questions to time more effectively and how to interpret the poetry in particular. Peter really benefited from you teaching him how to look at things in a different way, You gave him the confidence to write which he didn't have before. Thank you so much for your help at the last minute. Michael got A for Literature and A for language. •Shivam C, December 2013 successful applicant to Princeton:  Laura helped me with all the essays over whole weekends perfecting the essays. We were working in a very short time-frame. She was always very patient. Her calm demeanour and attention-to-detail was a huge aid for me to get into Dartmouth College (best undergraduate teaching in America). I would recommend anyone to get Laura to help them with any essays they have. She would be equally splendid as a teacher in English writing skills or grammar, and I am very glad that I had the opportunity to work with her.

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;    13/08/2018–03/09/2018course designer and facilitator, ‘DICE-6’, Youth and Community Service•    interactive teaching; instructional design; evaluationManchester Metropolitan University, Manchester;    22/05/2018–sessional lecturer, Department of Languages, Information, and Communications•    interactive teaching; instructional design; evaluationExeter Learning Academy, Exeter,    04/2017–08/2017instructional designer•    interactive teaching; instructional design; evaluationDevon Partnership NHS Trust, Exeter,    06/2015–12/2016interpersonal communications tutor•    interactive teaching; instructional design; evaluationSole trader, Exeter,    01/10/2011–consultant academic•    interactive teaching; instructional design; evaluation; (under; post)graduate supervisionPRESENTATIONS AND INVITED LECTURESWorkshop, ‘Situational Revision for Dangerous, Sensitive, and/or High-risk Interactions’, 27/11/2018Workshop, ‘Linguistic, Paralinguistic, and Extralinguistic Awareness in Supportive Encounters’, 20/11/2018Workshop, 'Decoding Multichannel Communication in Therapeutic Relationships’, 13/11/2018Workshop, 'Intercultural and Intracultural Negotiation', 22/05/2018Presentation, 'Formal Thought Disorder, Creativity, and Figurative Language', Digital Semantics Symposium, 18/10/2017   EDUCATIONPhD    Manchester Metropolitan University, Psycholinguistics    2017–    MA    Falmouth University, Professional Writing                             2017     BA     Falmouth University, (comb. hons.) English with Creative Writing            2014    PRESENT APPOINTMENTSole trader; Manchester;    01/01/2017–consultant psycholinguist•    communications training and continual professional developmento    interpersonal; pathological; organisational; instructional; special educational; general academic•    impression management; facework; negotiation; persuasion, influence, and complianceo    project management; mentoring; coaching; correspondence; literature; relations•    discourse, conversation, corpus, multi-channel, and statistical analyseso    orthographic; FACS; BAP; Jefferson; Du Bois; phonemic; phonetic; quantitative; qualitativePRESENT CONTRACTSYMCA Manchester, Manchester;    15/08/2018–01/11/2018project coordinator, ‘mental health champions’, Youth and Community Service•    project managementYMCA Manchester, Manchester;    15/08/2018–01/11/2018CPD developer and facilitator, Youth and Community Service•    interactive teaching; instructional design; evaluation    RESEARCH EXPERIENCEManchester 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 supervisionTEACHING EXPERIENCE        YMCA Manchester, Manchester;    13/08/2018–03/09/2018course designer and facilitator, ‘DICE-6’, Youth and Community Service•    interactive teaching; instructional design; evaluationManchester Metropolitan University, Manchester;    22/05/2018–sessional lecturer, Department of Languages, Information, and Communications•    interactive teaching; instructional design; evaluationExeter Learning Academy, Exeter,    04/2017–08/2017instructional designer•    interactive teaching; instructional design; evaluationDevon Partnership NHS Trust, Exeter,    06/2015–12/2016interpersonal communications tutor•    interactive teaching; instructional design; evaluationSole trader, Exeter,    01/10/2011–consultant academic•    interactive teaching; instructional design; evaluation; (under; post)graduate supervisionPRESENTATIONS AND INVITED LECTURESWorkshop, ‘Situational Revision for Dangerous, Sensitive, and/or High-risk Interactions’, 27/11/2018Workshop, ‘Linguistic, Paralinguistic, and Extralinguistic Awareness in Supportive Encounters’, 20/11/2018Workshop, 'Decoding Multichannel Communication in Therapeutic Relationships’, 13/11/2018Workshop, 'Intercultural and Intracultural Negotiation', 22/05/2018Presentation, 'Formal Thought Disorder, Creativity, and Figurative Language', Digital Semantics Symposium, 18/10/2017PROFESSIONAL TRAININGAward in Education and Training, Level 3; Highfield ABC, 09/10/2018First Aid in the Workplace, Level 3; Highfield ABC, 03/10/2018Paediatric First Aid, Level 3; Highfield ABC, 05/10/2018Good Clinical Practice (primary care), National Institute for Health Research, 24/04/2018Good Clinical Practice (secondary care), National Institute for Health Research, 24/04/2018Advanced-Level Apprenticeship in Health and Social Care, IQ Level 3; Skills for Care and Development; 08/03/2017HRA Researcher Training, Health Research Authority, Manchester Metropolitan University, 24/02/2017MMU Research Integrity, Health Research Authority, Manchester Metropolitan University, 24/02/2017Diploma in Health and Social Care, IQ Level 3; Skills to Group Ltd.; 31/01/2017Prevention and Management of Violence and Aggression, Level 2 (instructor); Ethical Care, Control, and Restraint; 24/06/2016Certificate in Preparing to Work in Adult Social Care, Skills to Group Ltd., 21/04/2016Good Clinical Practice (primary care), National Institute for Health Research, 05/02/2016Good Clinical Practice (secondary care), National Institute for Health Research, 05/02/2016Facial Action Coding System, coder certification; Paul Ekman International Plc.; 20/11/2015Care Certificate, Devon Partnership NHS Trust, 06/07/2015Micro Expression Training, eMETT 3. 0; Paul Ekman International Plc.; 10/04/2015Subtle Expression Training, eSETT 3. 0; Paul Ekman International Plc.; 04/04/2015PROFESSIONAL SERVICEEditorHive: The Postgraduate Journal of the Faculty of Arts and Humanities, Manchester Metropolitan University, 2018Abstract reviewerProvoking Discourse, Manchester Metropolitan University, 2017PROFESSIONAL AFFILIATIONSAssociation for Psychological Science, 2018–Society for Editors and Proofreaders, 2018–AWARDSElizabeth and Gordon Bloor Award    2007PUBLICATIONSBooksD., O., Some Poems, Lulu, www.*** , O., Sentiments, Erbacce Press, www.*** , O., Coffee and Cigarettes, Erbacce Press, www.*** PublicationsD., O., The Annual, 2016– www.*** , O., LIPHAR, vol. 3, www.*** , O., Coldbathstreet, vol. 1, www.*** , O., Forward Press Regional Anthology, 2011; 2012; 2013; www.*** , O., Myths of the Near Future: Compendium I, Vol. 1, www.*** : native linguistic proficiency; professional (post-native) proficiencies: linguistic, paralinguistic, and extralinguisticREFERENCESProfessor Dawn ArcherDepartment of Languages, Information, and Communications | Manchester Metropolitan University | T: tel: *** 7 | e-M: ***@*** Gerasimos ChatzidamianosDepartment of Psychology | Manchester Metropolitan University | T: tel: *** 8 | e-M: ***@*** Samuel LarnerDepartment of Languages, Information, and Communications | Manchester Metropolitan University | T: tel: *** 2 | e-M: ***@***  

French, English and study skills lessons.

I hold a BA (Hons) in English and Film/Drama, a Post Graduate Certificate in Education (PGCE) and a Masters in Educational Evaluation and Analysis. I Charge £55 per hour for one-to-one tuition for all ages I charge £60 per hour for 2 students I charge £75 per hour for 3 students I charge £80 per hour for groups of 4-5 students I am based in the Reading area but teach across the UK  and sometimes internationally. Travel expenses are negotiable and calculated with reference to both distance and length of contract.  

I am a friendly, highly experienced and innovative teacher who uses the latest approaches to promote student success. I have taught the sciences up to A Level for a number of years and have contributed to the design and implementation of both resources and curricula in my school's science department over these years. I currently teach biology, chemistry and physics to 11-16 year olds and also run a science, technology, engineering and mathematics club to engage and excite students. I am a mother to two children which has enhanced my student-centered approach  Through regular attendance of training sessions I have developed my ability to design resources which effectively aid science teaching whilst simultaneously promoting literacy, mathematics and questioning during the delivery of science lessons. In particular, I use Bloom's taxonomy effectively in my resource design to deepen learning everyday. Alongside setting up a STEM club for secondary pupils, I have also set up an Urdu language club and teach Urdu language to 11 to 16 year olds I use the latest questioning techniques and Kagan methods to allow students to draw conclusions and independently identify and expand on answers themselves. Promoting intellectual growth and a greater understanding of subjects is at the heart of my style of teaching  Tutoring is a great way to shape student understanding through intensive support which is carefully tailored to the individual learner. I have great experience in providing this individual and intensive support and I truly look forward to hearing from you to show how I can help you or your child to achieve the outcomes you desire.