Lailah Ossman

In the first lesson I like to carry out a short diagnostic assessment to identify any gaps in knowledge. This allows me to see where support is needed and ensures our time together is used effectively.

If gaps are identified, we can revisit and attempt to strengthen those areas and then work through the curriculum moving ahead of the school content.

Students are also encouraged to tell me which topics they feel unsure about. We can dedicate sessions to those areas, building clarity and confidence step by step.

At the start of the lesson I like to begin with a few warm-up questions based on previous topics. This spaced retrieval practice helps strengthen long-term memory to help ensure key skills are not forgotten.

While I mainly use PowerPoint slides on Zoom, I also use a camera to show working out by hand when needed. This allows students to see step-by-step problem-solving in real time, making tricky topics easier to understand.

I generally like to start by modelling a question myself, then work through one or more examples together, and finally allow the student to try questions independently. This approach, which I used while teaching in school, helps students gradually build confidence and develop the ability to answer questions on their own. I also adapt the pace depending on the student — if they show they can grasp concepts more quickly, we can move faster and provide less support.

I genuinely care and want to make a positive difference through our lessons.