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Georgia

Secondary Tutor

Bromley, Kent

I have worked in education since 2016 as a teaching assistant, music administrator and classroom music teacher. In my previous role, I worked as a music teacher in a Grammar school in Bexley, where I planned and delivered instrumental music theory, composition and music technology lessons to KS3 and KS5 students. I assisted the Head of Music with organising and leading the department’s ensembles, concerts and recitals. Through the various ensemble music sessions, pupils are stimulated and encouraged to make music together and to enjoy the benefits of musical team working as well as the exploration of new repertoire.

"She had a unique gift of understanding each class and their dynamic and was able to respond to each groups needs extremely well."

Katie

Availability 

Online & Face-to-face Sessions

Mondays, Tuesdays and Thursdays: 11.30 - 3pm
Wednesdays and Fridays: 11.30 - 5pm

£105 per hour

How I support children and young people who have autism

Each students’ autism is different and weaved into their personality and experience, therefore my approach changes with each student. I have worked with a year 10 student with autism who needed someone to take notes for him in class as his handwriting was illegible, and once he got the notes, he remembered everything. I have worked with a year 8 student with autism who also had speech and language difficulties, and I would practice reading with him, pausing often to check his comprehension and opinions on the text. I worked with a year 7 student with autism who was incredibly dependent, so during the lesson, I would give her moments where she could develop her independence (handing out the books for the class, writing out an answer on the board without my help etc.)

How I support children and young people who need maths help

Students often have an anxious attitude when it comes to learning Maths; in school, your intelligence is weighed heavily on whether you understand it or not. Building a strong foundation of the basic functions (adding, subtracting, multiplying and dividing) can have an immense impact on student’s attitudes towards Maths. Also, building a rapport with students to find out what the root of the difficulty is, can help the teacher and parent begin to make steps to break through the mental block.

How I support children and young people who need help with English

In my role as a Teaching Assistant, I ran an after school intervention club for students in year 7 and 8 with low literacy. We would use stimulus from art, music, film and poetry and discuss or debate what we had seen. Then, I would ask students to write down their thoughts and the thoughts of their peers. The final task was to read out their essays. This was a fun, interactive way to get students to speak and write about culture and their opinions on it. I also ran a songwriting club, where students with SEN and EAL were encouraged to come, but of course I welcomed everybody. Students are often more creative than they realise, and being an instrumentalist myself, I was able to guide them in songwriting techniques and putting their words to music (using music instruments and music software).

How I support children and young people who have concentration difficulties

These students often get the worst reputation because they don’t fit into the ‘perfect student’ mould. When working 1: 1 with a student with focus and concentration difficulties, I always have a structure for the session so they always know what to expect. I keep tasks short and punchy with small rewards along the way to maintain the student’s interest.
I’m also not afraid to let the student have a couple of minutes where they lead the session - tangents make conversation and learning more interesting!

How I support children and young people who have low confidence

I find that low self-esteem in students comes, firstly, from an external place (comparing themselves to others) or being told that they are unable to do something. I think any SEN need, needn’t be a barrier to learning or a reason to feel inferior. By building positive, supportive and trusting relationships with students, you begin to understand what they need from me, and then I can adapt accordingly.

£420

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