Isabella Mckeever

Before first meeting a student, I check what precisely they are hoping to gain from my sessions, as it differs enormously between individuals.
After this, I will bring to the first session documents straight from the exam board to highlight areas of confidence and concern, working with the student on their confidence consolidating what they do know, and then moving to their concerns.
Focusing primarily on a basis of confidence, I use different study skills I have been taught directly from my university, explaining to them what I find useful, and then looking at what works for them.
As the sessions go on, we will really hone in on what study skills they find most useful, and using these to tackle areas they aren’t confident in, filling in gaps and going as far back to basics as necessary.
I personally find connecting with the student early on about my struggles as a student so there is less of a divide between teacher/student. Hopefully seeing me say ‘I don’t know’ will have them too able to feel they can be comfortable about their capabilities knowing there is no judgement, because I too have been in their position.
Letting them pick and choose between conversational and written exercises I find uses different areas of long term memory, as I studied for 2 years on how long term memory works and is implemented in language, I try to focus on each different area individually, so to use as much of the brain as possible instead of hoping all language skills will sit comfortably in one area. Using different techniques to hit on all of the long term memory spaces creates a comprehensive language understanding that is difficult to replicate in a classroom because of the lack of time and the number of students.
Working one-on-one with both the help of scientifically supported methodology and an empathetic, friendly approach is always my main goal.