Kate N.

My undergraduate degree at Oxford gave me a wide-ranging exposure to English Language and Literature, from Anglo-Saxon through to 20th-century studies and it was my great pleasure to learn in that place. The experience especially nurtured a lifelong love of Shakespeare, later leading me to complete a Literature MA with The Open University (Distinction). As well as studying a range of taught modules, from Bushman folklore to Blake, I completed a dissertation titled, 'Victorious Silence in Shakespeare's Women', spanning eight plays and some of his poetry - a project I hope to expand in the future. Following my undergraduate degree, I completed teacher training in 2007, and have been teaching and tutoring KS3, GCSE, A-level and EFU ever since. Empowering and enabling my students to reach their potential by fully engaging with language and with stories is a privilege and joy. 

In order to teach effectively, it's important to meet students where they are, discovering their interests and any barriers that they might feel towards the study of the subject. These can be academic, but more often are to do with emotional or psychological issues that, as an experienced teacher, I seek to overcome through a combination of confidence-building and of support, but also of empowerment. This can be done through little-and-often exercises, the use of 'chat' functions, and through the firm belief I have that my students can and will improve.

Often in the tutoring context, students are feeling more immediate exam pressure and/or have some anxiety about their understanding, finding it hard to raise concerns in the classroom. The beauty of tutoring individuals or small groups, especially online, is that pupils are often more relaxed and comfortable in their own space, and therefore often better able to raise concerns. 

Besides creating a positive, open atmosphere, I seek to create an atmosphere that is energetic and goal-orientated, focusing on the developing of specific skills (for example, embedding quotations or developing close analysis) and providing clear tasks that build those skills. Breaking English down is very important, as whole texts can be daunting, and the sheer volume of the courses, as well as the range of skills in the Language papers, can feel overwhelming when considered as a whole. 

In addition however, I also seek to make connections, demonstrating to students where they actually have transferable skills between language and literature, and empowering them to take ownership of their learning and progress; tutors want to lead their students to stronger exam grades, but also to long-term improvements in their confidence and understanding. I also seek to make the skills in the English classroom feel as deeply relevant to students as I can, as I find that a greater understanding of literature as human connection, and of the power of language, allows students to see these skills as muscle-building for many aspects of life.