Emma Howlett

With nine years of experience working in school settings and a degree in Psychology, I bring a calm, structured and highly supportive approach to every session I deliver. Over the years, I have worked across various age groups and abilities, running both 1:1 sessions and small group interventions, particularly supporting EAL (English as an Additional Language) and SEN (Special Educational Needs) learners. This background has given me a strong understanding of how to adapt lessons so every student can access the curriculum and feel confident in their learning.

Lesson Format & Structure
Each lesson begins with a short check-in or warm-up activity, helping me gauge how the student is feeling and what they might need that day. I value routine and consistency, so sessions often follow a clear pattern: recap, introduction of new learning, guided practice, independent practice and a brief reflection at the end. This predictable structure helps reduce anxiety and supports learners who benefit from routines. I always make sure tasks are broken into achievable steps, using scaffolding techniques to guide the student from supported learning to independent success.

Teaching Style & Dynamics
My lessons are interactive, encouraging and responsive. I adapt my teaching style depending on the learner—some students thrive with visual aids and hands-on activities, while others benefit more from verbal explanations, modelling, or repetition. For EAL students, I incorporate vocabulary-building activities, sentence scaffolds, reading comprehension strategies and speaking practice that builds confidence in everyday English. For SEN learners, I make careful adjustments to pace, materials and communication style, ensuring each child feels understood and capable. I regularly use positive reinforcement and motivational techniques grounded in psychology to build resilience and self-esteem.

Experience & Approach
Across my nine years in schools, I have supported children with a wide range of needs, including speech and language difficulties, ASD, ADHD, dyslexia, and social-emotional challenges. This experience has taught me the importance of patience, empathy and flexibility in every lesson. I work hard to create a safe, nurturing environment where mistakes are seen as part of the learning process. My psychology background plays a key role in how I build rapport, manage behaviour positively and tailor sessions to each learner’s unique strengths.

I believe learning works best when it’s personalised, meaningful and enjoyable. My goal is always to help students grow in confidence, develop independence and make genuine, long-term progress.