Private Tuition

.
  • Private Tuition

  • Learning Programme

    Specific learning difficulties require specific teaching methods
    • Structured

      • My teaching follows a recognised structured system.
      • New skills are introduced based on previous learning.

    • Multi-sensory

      • Teaching methods use all channels of learning
      Visual – Auditory – Kinaesthetic
      • Teaching methods make full use of the student’s strengths, whilst developing any weaknesses.

    • Repetitive

      • ‘Overlearning’ is the key – new skills are practised frequently.
      • Materials support regular daily practice.

    • Fun

      • All my methods engage the child totally in their learning. Resources are based on tactile qualities, colour, shape, stories, rhyme, imagination.

  • Informal Assessment

    Anecdotal evidence helps us gain a clearer picture of the whole child

    In my experience, parents hold important information about their children. I begin by discussing immediate concerns. Then we begin to develop a holistic profile of the child. If it is appropriate, I talk to the child and find out how she or he feels about learning. Developing self-confidence and a positive self-image is key to any progress.

    Pupils and parents should be prepared to set aside time to practise key skills. The activities are short, sharp, and focused. They are designed to progress quickly to that the child gains confidence rapidly.

    It is important to get a clear picture about the child’s progress, attitude to learning and behaviour at school. We can get information in the form of assessment results and reports, home-school books or informal discussions. Schools vary in their attitudes towards private tutors and private assessments. I have a great deal of experience working with schools and will talk to the staff where appropriate.

  • Formal Assessment

    Standardised tests establish comparative standardised scores

    I.Q. tests give us insight into a child’s potential. Phonological and Literacy assessments measure learning performance. If we compare these scores with those for I.Q., we can compare learning performance with potential. Additional tests help us determine a pupil’s learning style: visual, auditory, kinaesthetic.

    • BPVS

      British Picture Vocabulary Scale: verbal IQ

    • WRIT

      Wide Range Intelligence Test: verbal/ non-verbal ability

    • CTOPP

      Comprehensive Test of Phonological Processing: tests phonological awareness, phonological memory, and rapid processing skills

    • WRAT 4

      Wide Range Achievement Test: single word reading and spelling; sentence comprehension

    • NARA 11

      Neale Analysis of Reading Ability: reading accuracy, rate, and comprehension

    • PhAB

      Phonological Assessment Battery: phonological processing

    • Aston Index

      Aston Index: visual and auditory memory assessment