Rosa Lewthwaite

Firstly, it is important for me to get a grasp on which areas my student specifically struggles in, and plan my lessons around that in order to truly target weaknesses and see visible improvement over time. Having previously volunteered in Spain for a month teaching English to Spanish teens, depending on the level of English, I prioritise speaking as a way for particularly younger children to get a grasp on how best to enhance their English development. I noticed that this often translates over onto their writing, becoming noticeably more proficient.
Regarding secondary school students, I will first get to know their weaknesses, but also, IMPORTANTLY, their exam board (OCR, AQA, EDexcel, etc...) . This is so that I can plan lessons around fulfilling the specific components required in each markscheme and specification that my student lacks in. I would also adapt certain learning and revision tools to what works for my student, not only through past papers, flashcards, active recall, etc, but through how they learn, be it via visual learning, auditory learning, etc.
The most essential tool in learning is a comfortable and supportive environment, which I aim to create in every lesson. Having disliked the classroom environment myself, feeling it was difficult to learn in, I hope to make a space for my students where they can feel happy to make mistakes knowing that they can learn from them. I want them to feel supported and encouraged to learn, and know that I wish only for them to do as best they can.