I strive to be a supportive and engaging teacher, being approachable but maintains high expectations for all.

I pride myself on being an approachable, supportive teacher who also maintains high expectations for every student. I firmly believe that all students can achieve with the right guidance, structure, and encouragement, and I work hard to create an environment where students feel confident to ask questions, take risks in their learning, and strive for their personal best. My teaching practice is grounded in evidence-informed pedagogy, ensuring that my methods are continually refined to maximise student progress. For example, I regularly use modelling to develop students’ metacognitive skills, helping them understand not only what to do, but how and why to do it. This supports the development of independence, resilience, and confidence when approaching new or challenging questions. I place strong emphasis on identifying and addressing misconceptions as early as possible to prevent incorrect knowledge from becoming embedded. Alongside this, I integrate exam-style questions throughout learning to build familiarity with assessment expectations, strengthen exam technique, and ultimately support strong academic outcomes.