Domini Aldridge

My lessons are shaped around students' individual strengths and areas for improvement, prepared in advance based on requests and feedback. Through thought-provoking discussion (appropriate to their respective academic level of GCSE/ A-level/ University applicant, and the tutees' own ambitions), I aim to elicit well-developed analyses of texts, sufficiently detailed understanding of contextual influences and engagement with critical voices where appropriate. I will issue written exercises which complement lesson discussions; these give students the opportunity to put their thoughts into practice, hone essay skills, and importantly learn how to experiment with their own style and enjoyment for the subject within the perimeters of an academic register. This discussion and writing--in tandem-- provides a structured but flexible approach to examinations. I am determined to keep excitement for English alive, and believe that guiding students towards interesting aspects of the texts makes them more memorable, and as a result, revision and assessments less daunting.

As I have gone through high-pressure exams in English from GCSE through to my current degree (achieving 9s, A*s and firsts), Oxbridge admissions tests and interviews, as well as stimulating weekly supervisions with world-class Cambridge academics, I believe I can adapt what I have learned to students' personal needs, whether they are sitting their first significant exams in secondary school or are charting their course to university as a current applicant. Because I have often worked through adverse circumstances, I am approachable, understanding and realistic; I will listen to student feedback, pitch to the right pace and depth for them, and provide additional advice over email (outside of the mentoring session). Overall, I hope that my care for supporting students' education will have a positive impact on their achievements in English.