How I Teach

I had been drawn to working with primary school children since I was very young. I went to a Montessori Primary School where we were taught to count with horse chestnuts and in science we made bread. I was always a practical learner, and I have since found out that I am dyslexic. I trained to become a Montessori Directress and have since worked within many different schools and with many different children with differing needs. I am certified by the British Dyslexia Association , where I did my masters, to work with children with Dyslexia – literacy – and Dyscalculia – numeracy – .

I work with primary and secondary school children, through to A’Levels. I work with children at boarding school, by Skype and messages and university students. I also work with adults with varying degrees of barriers that they feel are insurmountable, to help them break these down so that they seem more surmountable, with an action plan for the future.

My entire focus is to help your child not to feel lost, frustrated, to support them so that they don't get lost in school, so far behind that they have little chance of catching up. I like to look beyond the difficulties, dismantling them and helping your child relearn in a way which will help the information to stay in their memory and be retrieved when it is needed. This is a group effort. This takes time. This is essential.

My skills would also be supportive and helpful for any child feeling at a bit of a loss and struggling at school. I have always been drawn to children who did not find school work as easy and straight forward as others. I thrive on working out how to give these children the information necessary so that work and information can be absorbed, retained and available for another day. I struggled at school, as did my son. I know how it feels.

Our current school system has been handed down to us from the 1900’s. There have been many changes. Any of us can notice this when they see how information is given to our children now, compared to how we learnt at school. Information is much more flexible, it can be presented from so many different angles. Gone are the days of boring black and white text books and copying from the board at the front of the class. However, the pace of learning is increasing and with the ever present demand on performance and exams, it is difficult for everyone to always keep up. A child who has further problems, either diagnosed or suspected, struggles even more. They may struggle with hand writing, with copying off the board, remembering instructions, times tables, spelling words or remembering their P.E. kit. I find this initial image very useful, "Is your son or daughter performing and achieving to the level that you think they should?"

If you feel that your child should really be doing better, then I can help.