Malin Connolly

My lessons would start with a quick recap to wake everyone up (including me), then I’d introduce the new topic in clear, simple steps, no hour-long speeches, promise. I’d use examples that actually make sense, maybe even a bad joke or two to keep things interesting.

We’d practise together first so no one feels thrown in at the deep end, then students would try it independently while I walk around helping and spotting any “uh-oh” moments early. I’d ask plenty of questions, not to catch anyone out, but to make sure we’re all on the same page. We’d end with a quick recap so everyone leaves knowing what they’ve learned, not just wondering how the hour disappeared.