Tara Mounce

My lessons are calm, structured and highly interactive, designed to help students feel confident, supported and engaged in their learning. I aim to create a positive environment where students feel comfortable asking questions, sharing ideas and making mistakes as part of the learning process. Confidence is central to my approach: when students feel more secure in themselves, their academic progress follows naturally.

Each lesson is tailored to the individual student. I begin by understanding their strengths, challenges and learning style, and by identifying any areas where confidence or understanding may be holding them back. Lessons typically combine clear explanation, guided practice and discussion, rather than long periods of passive listening. I encourage students to talk through their thinking, explain answers in their own words and reflect on what they have learned, which helps deepen understanding and build independence.

Alongside subject content, I place strong emphasis on reasoning, communication and study habits. Where appropriate, I include gentle public speaking or interview-style activities to help students practise expressing ideas clearly and calmly — skills that are particularly helpful for 11+ preparation, school transitions and building self-assurance more generally. Lessons are interactive and varied, using questions, short activities and problem-solving to keep students focused and motivated.

I have extensive experience working with children and young people through teaching, tutoring and coaching. I am Oxbridge-educated, with a strong academic background across Maths, Sciences and Humanities, and I currently teach at a private school, working with students from international and bilingual backgrounds. I also have a long-standing background in elite debate and communication coaching, supporting young people to develop clarity of thought, confidence and persuasive skills.

My aim is always to help students make steady academic progress while becoming more confident, organised and independent learners who feel positive about school and their own abilities.