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/ Bob P.
Guitar lessons given by qualified guitar teacher based in Norwich, Norfolk. Classical, Electric and Acoustic guitar tuition from experienced, versatile, ISM registered (and CRB checked) tutor. Individually tailored lessons covering a range of styles including Rock, Blues, Jazz, Classical and Acoustic fingerstyle. For more info please visit my website.
To contact Bob P. BA HONS (Mus) LGSM FISM please call, text or email.
The BSc Social Work from the UWI, Open Campus builds on a 50-year legacy of the University offering top-level and innovative training to social work practitioners across the Caribbean region.
I have been teaching Sciences (Physics ,Chemistry and Biology )for the past 27 years at High school, most of the time spent teaching in African schools. Towards the end of year 2021 i have been teaching in the UK schools (as supply teacher).
English and English literature lessons in Lowestoft, UK.
I am a qualified Primary Maths Specialist Teacher. I have taught in schools for 18 years and still teach part-time.
I am a qualified science teacher having graduated through completion of my PGCE on the Teach First programme and NQT at a North
German, English, and English Literuture lessons in Bungay, UK.
Mandarin and Chinese lessons in Norwich, UK.
Deive M. One to One Tuition Piano - Keyboard - Guitar - Bass - Drums - Theory £36 for a one hour lesson, reduced to £33 if paid in advance, and the first one is also only £33.
Length and frequency of lessons are flexible. All ages welcome. I am able to teach students to play any songs or pieces they like and not make them learn any they don’t like. I teach them to play by ear and by notation. I also teach them how to improvise, and speak their mind musically. I have 18 years experience in this line of work, and for 17 years now it has been my full-time occupation. I have studied music at Los Angeles Musicians Institute and Cambridge Anglia Ruskin University. My name is pronounced ‘Dave Montaig’. ‘Deive’ is short for Deiven. Students can choose to learn any or all of the instruments I teach. They do not have to own an instrument to spend part of their lesson learning it. Students do not have to learn to read conventional sheet music. Furthermore, I do not teach it to beginners. I do teach it to those who want to learn it, but only after they have learnt my own ‘RSMR’ notation system. I don’t want to give them an overcomplicated, incorrect view of music that may make them give up. RSMR is the Rational System of Musical Reference, and is not just a notation system; it incorporates a new nomenclature system also. The conventional theory, nomenclature and notation of music contain some serious mistakes. The notation system is overcomplicated, presenting us with a number of things that do not exist in music itself, much of the nomenclature is naming elements of a notation system rather than elements of music itself, and the theory of pitch and the theory of rhythm presented to us do not acknowledge this. Furthermore, much of the notation and nomenclature is imprecise, impractical, inappropriate or misleading, and many of the terms used are given two or more conflicting meanings. Students do unfortunately have to learn much of the conventional nomenclature - because it is so widely used. Many musicians cannot read the notation and do not use it – including many of the world’s most popular musicians – but all musicians use the nomenclature to some extent. All students of pitch-playing instruments should be taught the conventional names of the twelve absolute pitch-tones and all students of chord-playing instruments should be taught the conventional names of the chords, but they should also be taught that these names are bad ones. There is now an enormous library of song notations that are available for free on the web which simply present the lyrics and chord-changes in the song, with the chords indicated simply by name, and every guitarist and keyboardist should learn how to read these; however, they should also learn how those chord-names are far from good ones. I have no problem with beginner guitar and bass students being taught conventional ‘tablature’ notation, and I often give them tabs that have been published on the web. The only difference with my own tablature is that it includes timing details; conventional rhythmic-timing notation is not compatible with guitar tab, but my rhythmic-timing notation is compatible with any system of pitch notation. I do teach ‘grade’ exam courses if requested, and have taught those from the Trinity, ABRSM and Rockschool awarding bodies, but I don’t teach these to an absolute beginner. They present rudimentary music theory as little more than the rules of a bad system of musical reference stated as if it is a good one. I teach the real rudiments of music, and this does not involve introducing such things as the sharp, the flat or the time signature. The sharps, flats and time signatures we are presented with in the notation are elements of notation, not music, and they are in the notation because the notation system is overcomplicated. The sharp and the flat came from the use of a pitch-staff which makes room for only seven of the twelve musical pitch-tones, and the time signature came from using different single note and rest symbols to indicate different rhythmic durations and then allowing them to change which durations they represent. The twelve absolute pitch-tones of the Western musical pitch-tone system should have been given permanent identities, not temporary identities which are dependent on which key or chord they temporarily belong to. And note duration should have been measured in beat-value, not semibreve-value. Semibreves do not exist in music. I came to realise and understand the main mistakes in the theory, nomenclature and notation of music before I ever started teaching, and this was one of the reasons I went into teaching. It caused me to confront these mistakes head on and find the solutions. Some of these solutions had already been proposed by others, and some had not. The staff design I use for keyboard and general-purpose pitch notation has been around for almost two centuries, although I have presented it in a particular way that is unique and improved, but the rhythmic-timing notation system I use with all my students, no matter what the instrument, is entirely of my own invention. I also have invented numerous other music learning aids that translate what we hear into something we can see.
Your child’s primary school years are crucial, especially as they draw to a close and secondary school approaches!
Could your child use some support ahead of the SATs tests? Perhaps they just want to avoid the ‘summer slump’ or need more confidence or fluency in English or Maths. If so, enquire about tutoring sessions with me!
Most of my work has been with children in Upper Key Stage Two (Years 5 and 6). However, with over ten years of experience in the classroom and at leadership level in primary schools, I am open to working with any and all primary age children.
• 10+ years of teaching experience (in the UK and the USA) • Former English Subject Leader with a record of driving improvement in reading and writing • Participate Learning Teacher of the Year Winner, 2021 • Teacher of the Year in a Primary School (Highly Commended), Essex Teaching Awards, 2018 • Available in evenings and weekends • Home visits preferred • Able to offer online/virtual sessions
Hi there!
I am a fun, friendly and Fully Qualified Teacher, currently teaching at one of the UK’s leading independent schools. I have tutored pupils 1:1 and in small groups, both in the UK and internationally for over 10 years, with much proven success. Every lesson is personalised to the needs of the pupil, so that we can maximise the learning in every session!
Before moving to Norwich, Norfolk, Raymond W., BA Hons/PGSE. (Mr Grade) spent the early part of his life, growing up in the East End of London.
As a mature student, Mr Grade gained his BA Honours Degree in English and Psychology in 2001. He continued his academic career by achieving a Post Graduate Degree in Education for Students at 16 plus, teaching English and Psychology within a College and Sixth Form setting.
Mr Grade found that students who struggled in the college setting had ‘gaps’ missing from their previous education in the lower schools. As a result, Mr Grade felt that he could help students by achieving a Qualified Teaching Status so that he could better prepare students in Secondary Education. Mr Grade is passionate about young people progressing, successfully, to either their academic or work-related careers at college.
Mr Grade has taught in the Primary setting, teaching the English skills that young children need, to enter confidently, into Secondary Education.
Mr Grade believes in ‘giving back to the community’ the chances that education had given him, which spurred him to teach both young people and mature students so they become ‘the very best versions of www.*** ;
In recent years, he has successfully taught English Language and Literature up to GCSE in both Norfolk, Suffolk and Online!
Have you always dreamed of lighting up a stage with your singing prowess? Do you have a great pitch and want to truly learn how to master it?
As a vocal coach and performer, I’m here to help you make the most of your potential. I fell in love with singing from a very early age and began my journey learning about musical theatre, and later moving to folk, rock and other contemporary styles. I have been singing and performing in theatre productions as well as in bands for over 30 years – and I’ve loved every exhilarating minute of it! My goal is to inspire a new generation of talented vocalists to perform with confidence and joy.
For the last six years, I have been sharing what I’ve learned to eager students passionate about singing. I love helping my students to release their voices and become the rock star performers they were born to be. I cater to all musical styles and genres and I love teaching students from many backgrounds. Through our sessions, you will learn techniques and tips that help you to become established as a powerful singer with your own personal style. I love watching my students transform from nervous would-be performers to fearlessly taking over a stage and commanding an audience with a remarkable voice. Our sessions will be lively, energetic, and rooted in authenticity. We will move at a pace that’s comfortable with you and I will ensure that you have a good grasp of the foundational techniques before we progress to the next level. So, whether you’re an aspiring and curious singer or you already sing but want to learn how to control your vocal range, I would love to teach you. Please contact me for a detailed chat about your goals and abilities and we’ll take it from there. Hope to hear from you soon!
I have an approachable nature, a sense of humour and a keen eye on academic requirements. I strive to bring out the full potential in all my students. I have high expectations of pupils and myself, valuing effort as well as results. As an examiner, I can look at devemoping the students understanding and to convert the reposnses to one that will gain marks in the examination.
FAQ
- Which subject(s) do you teach?
I tutor Chemistry.
- Tell me about your qualifications.
I have a BSc in biochemistry, a PhD in molecular genetics, a PGCE and a BA in Education.
- How much do you charge?
GCSE £25/hr, A level £30/hr.
- Where do you teach?
I prefer to teach at my home address as my resources are on hand but I am willing to teach at the pupil's home for which I will charge a travelling allowance depending on distance from my address.
- When are you available?
I am available: Monday - Saturday 5pm- late. Sunday - anytime
- Which ages and levels do you teach?
I teach 11-18 years from KS3 upto and including A level.
- Which qualifications do you prepare your students for?
A level- OCR A a speciality but I have experience in OCR B (Salters), AQA, IB and Edexcel A. IGCSE - Chemistry (both double and triple award) along with Edexcel 360 and AQA courses.
- Describe your arrangements for online tutoring.
I have given tutorials through SKYPE.
- Do you have a personal message for students?
Remember to keep yourself safe and check that your tutor has a current CRB certificate. Please ask to see it. It is also worth checking to see which exam board you tutor specialises in and/or actively teaches. A tutor who is familiar with your exam board/syllabus will assist you in using the correct phrasing in your answers in order to gain full marks in any examination question. Please check that your tutor can deliver your specification and has a working knowledge of the markschemes.
Hello, I am an English Teacher at a Secondary school in Norwich. My previous work experience includes working as a teaching assistant, nanny and a cinema manager!
I am experienced in teaching GCSE and key stage 3, as well as English as a foreign language. I have also run creative writing groups in the past.
I have taught adults and children in my lifetime and I hope to bring clarification and understanding to the subject matter, and all of my lessons will work towards their goals.
I hold safeguarding and mental health first aid certificates and a current DBS check. I also have a TEFL level 5 certificate. They can be viewed upon request.
The first lesson is free, so you can decide if tutoring suits you/your child. Send me a message today, and I will reply as soon as I can.
Thank you,
Nisha
English lessons in Great Yarmouth, UK.
Prep for grade 5 music theory & piano grades 1-8 Or just for fun! Open to most styles.
Travel 5 miles in & around Lowestoft.
Contract Law lessons in Norwich, UK.
I am a Spanish & French teacher with over 11 years teaching experience. Currently Head of Spanish at large secondary school.
A Level and GCSE Psychology teacher, offering private tuition. Health and Social Care also available.
I have extensive experience of planning and delivering all lessons for years 3 to 6 including SATs preparation and delivery for my year 6 class. I have also worked closely with my school SRB planning a part time timetable for a student in year 4. I have also completed all assessments for these students. As assistant Senco I've worked closely with students with EHCPs as well as their families and teachers. During 'lock down' I planned and then delivered lessons via 'zoom' so pupils could see us and have a point of contact as well as learning. I think that a practical approach to learning inside and outside the classroom allows students the scope to really involve themselves in the process of becoming confident, caring and thoughtful members of our society. I believe that an excellent, supportive relationship with students establishes a foundation from which they can thrive. I know that if students feel safe, listened to and cared for, they are able to challenge themselves and develop to their potential. I have a proven successful track record of leadership. When I began my role as Head of English, the department was a new one, containing four NQTs. I have built upon the strengths of the department and developed them to become the successful, coherent team they are today. The impact of this is that results have improved from 65% to 79% 4-9 (84% in Literature in 2017). At KS5 our English Literature results are in the top 2% nationally. I am regularly commended on my ability to meet deadlines and see a job through to completion. My team feels valued and appreciates my sense of humour and ability to work under pressure. I believe that one of my strengths is in recognising, steering and developing staff to achieve their potential. This is a necessary skill for inspirational leadership. We are a collaborative and constantly evolving department. We have excellent standard of teaching and learning with seven out of nine lessons graded outstanding or good at departmental review. My role of staff governor has provided me a deep insight into, and appreciation of, the wider workings of the school. In order to be a successful governor it is crucial to maintain integrity, honesty and a real faith in and passion for school improvement. I believe that I manage to communicate effectively my commitment to the right outcomes for all stake holders. It has been hugely enriching for me to be able to separate out professional and personal decisions by understanding the bigger picture and whole school context.
Qualified Teacher
Sats marker
Prep and Secondary School Mathematics teacher
