Adam

My lessons are structured, purposeful and grounded in the science of how people actually learn, not just what to teach, but how to make it stick.

Every lesson begins with a low-stakes retrieval activity: I ask students to recall vocabulary, structures or concepts from previous sessions before introducing anything new. This is not a test, it is a memory tool. Research consistently shows that the act of retrieving information strengthens it far more than re-reading or passive review. Over time, students notice that things they expected to forget have stayed with them.

New content is introduced in small, carefully sequenced steps. I model extensively before asking students to attempt anything independently, and I use frequent, targeted questions throughout the lesson to check understanding in real time rather than waiting until the end. If a student is uncertain, I adjust immediately, reteaching from a different angle, using a worked example or breaking the concept down further.

For adult learners improving their professional or conversational English, lessons typically focus on spoken fluency, vocabulary range, written accuracy and the ability to express complex ideas clearly and naturally. For students preparing for academic writing, university applications or formal examinations, lessons are more structured around extended writing, argumentation and precision of expression.

I draw on nearly twenty years of experience teaching diverse learners, including students for whom English is an additional language in inner-city London schools. I have trained teachers at UCL's Institute of Education in these same evidence-based methods. I know what works because I have spent two decades watching it work, and refining what doesn't.

Lessons are delivered online. I prepare all materials in advance, share them digitally and provide written feedback after each session. I am available for regular weekly lessons or more intensive programmes depending on your goals.