Natasha Barnett

My priority is to ensure that each student gets the most out of their time in the lesson, consequently, in the first lesson, I will focus on identifying what the student wants to focus their time with me and may use a traffic light activity to help with this.

In my lessons, we would be going through powerpoint presentations I have prepared which include activities such as exam questions, looking through marking criteria, quizes, close analysis of quotes from relevant texts alongside delving into the content. I often make use of a whiteboard where myself and the student can annotate texts together, encouraging the student to first analyse the given text alone and helping when needed to further their crticical thinking skills and confidence.

When approporiate, I will set homework activities to further the student's progress such as in the form of a past exam paper completed in timed conditions, reading a critical essay or a worksheet on a booklet of historical context that they must complete before the next lesson.

I have experience tutoring on the platform MyTutor as well as generally in the teaching of pupils such as my volunteer work at a local junior school where I guided students who struggled with reading, such as those with dyslexia. It was through this experience that I decided that I would become a tutor after I completed my A-levels, with the encourgement of the teachers involved, as it allowed me to realise the fulfillment that working with students and seeing their progress after each session could bring.