Spoorthi Raghavendra

My lessons are one-to-one and built around the individual student rather than a fixed template — I start by understanding how a child learns best before deciding on the format, since a method that works brilliantly for one student may not work at all for another. For students who thrive with structure, I use clear, step-by-step teaching with regular recaps. For students who need a more alternative or sensory-informed approach — particularly neurodiverse learners or those with learning disabilities — I adapt pacing, use visual or hands-on techniques where helpful, and build in breaks to support emotional and sensory regulation.
A typical session runs 45–60 minutes and usually includes a short check-in, focused teaching or practice on the topic at hand, and time to consolidate understanding before finishing. I keep the dynamic conversational and low-pressure — my priority is that a student feels comfortable asking questions and making mistakes, rather than rushing to "get through" content.
This approach comes directly from my professional background: I spent 1.5 years as an academic mentor at an SEN-focused learning centre in India, where I delivered individualised sessions, contributed to Individual Education Plans (IEPs), and supported children through behaviour management and sensory/emotional regulation alongside subject teaching. I'm currently building on this through an MSc in Child and Adolescent Psychology at the University of Greenwich, which deepens the theory behind the practical work I've already done. Together, this means my lessons aren't just about covering maths, biology, science or psychology content — they're grounded in a real understanding of how different children actually learn.