Ben

As an avid reader, learner, and creator, I am constantly engaged in the studies of literature and the wider critical media landscape. It is my mission to encourage independent thinking for pupils in a climate that typically demands conformity. As a constant learner of music, artistry, theatre, and literature, I have deep rooted knowledge in how the arts can be applied to education in an engaging manner. My university education at Oxford valued one-on-one discussions, giving me proficiency in the structural teaching of tutoring. As a chatty-- but also focused-- person, I want to understand each student's individuality and how to best relate their own passions to the practical study of the curriculum.

Tutoring Experience

I have performed in various mentoring positions in secondary school, holding sessions in English and Media Studies.
I have also held tutoring sessions with younger siblings (6+ years), advancing their knowledge in the GCSE Poetry module and securing high grades.

Tutoring Approach

I believe that progress in humanities comes from locating the individual's interest in the literature. I always like to begin by finding out what types of books, stories, or media in general interests a pupil. By capturing their imagination and passion, there is far greater engagement in the source material. This can then be linked directly to the more rigid curriculum's content. When focusing on the curriculum, it is important to break down the primary texts. I focus first on the bigger patterns, themes, and (if applied to non-fiction) characters to encourage the student's memory to quickly categorise the texts. Once this overview is completed and understood, deeper analysis will begin. This focuses on a hybrid of the essential curriculum and the student's own interests.

Progression in humanities works best when the pupil is actively engaged in their own ideas, rather than a set list of notes on primary texts that were created for them. Conventional methods of teaching the course at GCSE and A Level focus less on the student's own initiative and more on what the teacher's lesson plan requires them to copy down. Students in English studies and other humanities thrive when their own creativity is empowered. Instead of saying 'copy this annotation from my understanding', I will always ask 'what can you feel and gather from this excerpt yourself'. Not only will it be of greater interest to the pupil and aid their knowledge of the subject in the short run, but it will also encourage excellent critical thinking and empowerment in the long run. My job is less to tell the student what to think, and instead relate their own thoughts back to the required curriculum.