1/3
Professeur fiable
Ce professeur a un délai et un taux de réponse très élevé, démontrant un service de qualité et sa fidélité envers ses élèves.
Depuis juin 2021
Professeur depuis juin 2021
Conversational English- Native English Teacher.
Àpd 34.35 $ /h
My teaching technique is to consider learning or improving your skills as an enjoyable, engaging challenge! Lessons shouldn't be boring...they should be an hour you look forward to, and then leave the session with improvements and a smile.
I use many different techniques to engage students: conversation, role-play, grammar activities, group work if they are the sessions you are looking for.
I try to make sure I know my students well enough to appeal to their passions and aims rather than a 'one size fits all' approach. We are all unique in what we want and how we learn.
I use many different techniques to engage students: conversation, role-play, grammar activities, group work if they are the sessions you are looking for.
I try to make sure I know my students well enough to appeal to their passions and aims rather than a 'one size fits all' approach. We are all unique in what we want and how we learn.
Informations supplémentaires
Online
In person in Mitte, Berlin area.
In person in Mitte, Berlin area.
Lieu
Cours au domicile de l'élève :
- Autour de Bruxelles, Belgique
Présentation
I started my career as a Teaching Assistant for children with educational, mental and physical difficulties before completing my degree and becoming a Teacher of English. As a Secondary Education Teacher, I improved my pedagogy, gained numerous skills and further developed my love of the language. During my time there I became Global Coordinator, a role I relished for its opportunity to travel and widen my knowledge, understanding and appreciation of different cultures.
And so, after 5 years, I moved on, travelled, and yet was unable to stop myself from dabbling in education through private tutoring for people I met who needed guidance or support. This opportunity to get back to the 1:1 contact with a student is what I love most: the personal journey of each of my students. Seeing them grow in confidence and using new skills in their daily life.
Since then I have been a freelance tutor both online and in person. I help adults who are learning English as a second language to develop their skills; I teach young adults who are looking for the final push to complete Abitur exams or create amazing essays for University applications; I teach English students at a school level from 6-18 who need help with grammar or analysis; I work with companies, start-ups and small businesses who want their employees to have a comfortable level of English to best engage with clients or suppliers and each student, regardless of their background, level or need receives bespoke, targeted classes designed to focus on their specific needs.
My approach to teaching is to make sure that my students enjoy their lessons. I want you to come to each session excited and eager to learn something new, and leave feeling like you’ve made progress and had fun whilst doing it.
I, as all young people with a desire to teach, fully expected to walk into a classroom of adoring young people, eagerly looking up at me with the desire to learn and the willingness to follow you wherever you linguistically take them. For the most part, I was wrong. It took me years to understand that no classroom, no pupil, no experience is the same. You can’t come in to teaching expecting it to be all inspirational moments and ‘O Captain, my Captain’, when in fact there are tough hours filled with misunderstandings and apathy, as well as great hours that make you stare into the sky and congratulate yourself on making that small difference for that one pupil.
Over the years, I’ve realised that in order to be a good teacher, you have to first and foremost be a person- as obvious as that may seem.
As much as being a good teacher demands certain skills: good subject knowledge, patience, organisation, a love of the subject itself, there is so much more to it.
You have to care. You have to want to be there. And you have to have more to talk about than grammar and syntax.
My lessons centre around the individual or group of individuals in the session. Who are they? Why are they learning English? What are their passions, goals, fears? And then there’s me. I’m here because I love to teach and share conversation. I’m a person who also has passions, goals and fears. It is always a necessity for me to get to know my students as people and not just a name on a timetable.
Therefore, my lessons follow the same trend. We talk, we practise our vocabulary, we discuss things that matter and we learn as we go. If I can see that there is an area or a grammatical topic that needs work, we spend some time and do some exercises and then we apply them in role play or conversation or imaginative scenarios. You need to learn a set of vocabulary? Great, let’s make it a challenge and if you succeed we think of a fun reward to help you remember.
There is another way to personalise your sessions. How do you learn best? Do you retain information through rote learning: repetition and practice? Or are you a kinaesthetic learner: physical action to promote retention? Everyone is different and everyone learns in their own way. Even in group sessions, there are a hundred ways to learn the same thing- let’s try them.
I have recently discovered a love of teaching adults when most of my previous experience has been children between the ages of 6 and 16. What I think is so exciting about lessons with an older student, is that there is a peer quality to the sessions. You want to learn: I want to teach you. If you need a specific set of vocabulary or communication skills, we can work on that. If you first and foremost want to practice your conversation, great- we probably have things in common!
I don’t think that learning a language, or improving your skills, has to be something you dread or feel like you have to get through. Although ultimately, the goal is to improve your English- which we will- it doesn’t have to be a chore.
Spend an hour with me and see if learning together is something you, or your child, would enjoy.
And so, after 5 years, I moved on, travelled, and yet was unable to stop myself from dabbling in education through private tutoring for people I met who needed guidance or support. This opportunity to get back to the 1:1 contact with a student is what I love most: the personal journey of each of my students. Seeing them grow in confidence and using new skills in their daily life.
Since then I have been a freelance tutor both online and in person. I help adults who are learning English as a second language to develop their skills; I teach young adults who are looking for the final push to complete Abitur exams or create amazing essays for University applications; I teach English students at a school level from 6-18 who need help with grammar or analysis; I work with companies, start-ups and small businesses who want their employees to have a comfortable level of English to best engage with clients or suppliers and each student, regardless of their background, level or need receives bespoke, targeted classes designed to focus on their specific needs.
My approach to teaching is to make sure that my students enjoy their lessons. I want you to come to each session excited and eager to learn something new, and leave feeling like you’ve made progress and had fun whilst doing it.
I, as all young people with a desire to teach, fully expected to walk into a classroom of adoring young people, eagerly looking up at me with the desire to learn and the willingness to follow you wherever you linguistically take them. For the most part, I was wrong. It took me years to understand that no classroom, no pupil, no experience is the same. You can’t come in to teaching expecting it to be all inspirational moments and ‘O Captain, my Captain’, when in fact there are tough hours filled with misunderstandings and apathy, as well as great hours that make you stare into the sky and congratulate yourself on making that small difference for that one pupil.
Over the years, I’ve realised that in order to be a good teacher, you have to first and foremost be a person- as obvious as that may seem.
As much as being a good teacher demands certain skills: good subject knowledge, patience, organisation, a love of the subject itself, there is so much more to it.
You have to care. You have to want to be there. And you have to have more to talk about than grammar and syntax.
My lessons centre around the individual or group of individuals in the session. Who are they? Why are they learning English? What are their passions, goals, fears? And then there’s me. I’m here because I love to teach and share conversation. I’m a person who also has passions, goals and fears. It is always a necessity for me to get to know my students as people and not just a name on a timetable.
Therefore, my lessons follow the same trend. We talk, we practise our vocabulary, we discuss things that matter and we learn as we go. If I can see that there is an area or a grammatical topic that needs work, we spend some time and do some exercises and then we apply them in role play or conversation or imaginative scenarios. You need to learn a set of vocabulary? Great, let’s make it a challenge and if you succeed we think of a fun reward to help you remember.
There is another way to personalise your sessions. How do you learn best? Do you retain information through rote learning: repetition and practice? Or are you a kinaesthetic learner: physical action to promote retention? Everyone is different and everyone learns in their own way. Even in group sessions, there are a hundred ways to learn the same thing- let’s try them.
I have recently discovered a love of teaching adults when most of my previous experience has been children between the ages of 6 and 16. What I think is so exciting about lessons with an older student, is that there is a peer quality to the sessions. You want to learn: I want to teach you. If you need a specific set of vocabulary or communication skills, we can work on that. If you first and foremost want to practice your conversation, great- we probably have things in common!
I don’t think that learning a language, or improving your skills, has to be something you dread or feel like you have to get through. Although ultimately, the goal is to improve your English- which we will- it doesn’t have to be a chore.
Spend an hour with me and see if learning together is something you, or your child, would enjoy.
Education
Liverpool Hope University- Teacher of English PGCE- QTS
University of Liverpool- English Language and Literature
Carmel College- Combined English, History, Psychology.
University of Liverpool- English Language and Literature
Carmel College- Combined English, History, Psychology.
Expérience / Qualifications
Business English Tutor July 20- Present
1:1 Private Tutor Mar 20- Present
Wade Deacon High School Sept 16- July 18
Global Learning Coordinator
Wade Deacon High School Se. pt 13- July 18
Teacher of English
Rainhill High School Sept 12- Feb 13
PGCE placement
Cardinal Newman Catholic High School Sept 11- July 12
L2 Teaching Assistant based in SEN and English Dept
Halewood Centre for Learning Nov 10- June 11
Aimhigher Associate
1:1 Private Tutor Mar 20- Present
Wade Deacon High School Sept 16- July 18
Global Learning Coordinator
Wade Deacon High School Se. pt 13- July 18
Teacher of English
Rainhill High School Sept 12- Feb 13
PGCE placement
Cardinal Newman Catholic High School Sept 11- July 12
L2 Teaching Assistant based in SEN and English Dept
Halewood Centre for Learning Nov 10- June 11
Aimhigher Associate
Age
Enfants (7-12 ans)
Adolescents (13-17 ans)
Adultes (18-64 ans)
Seniors (65+ ans)
Niveau du Cours
Débutant
Intermédiaire
Avancé
Durée
60 minutes
Enseigné en
anglais
Compétences
Disponibilité semaine type
(GMT -04:00)
New York
Cours à domicile
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
My teaching technique is to consider learning or improving your skills as an enjoyable, engaging challenge! Lessons shouldn't be boring...they should be an hour you look forward to, and then leave the session with improvements and a smile.
I use many different techniques to engage students: conversation, role play, grammar activities, group work if they are the sessions you are looking for.
I try to make sure I know my students well enough to appeal to their passions and aims rather than a 'one size fits all' approach. We are all unique in what we want and how we learn.
I use many different techniques to engage students: conversation, role play, grammar activities, group work if they are the sessions you are looking for.
I try to make sure I know my students well enough to appeal to their passions and aims rather than a 'one size fits all' approach. We are all unique in what we want and how we learn.
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