EDUCATION FOR LIFE STARTS HERE
Bespoke, research-driven one-on-one tuition which connects curricula and drives academic and personal development in curious young people.
WHAT SUPPORT DO I OFFER?
I am not your standard coach; I invest in the power of the learning sciences.
I don't just teach to the exam (this is short-sighted hoop jumping). And I don't write dissertations (this is short-sighted academic dishonesty).
Instead, my coaching sets up students from Key Stage 4 (UK) / K10 (US) upwards for academic and personal success. I achieve this by infusing my coaching with the latest evidence from the learning sciences and by explicitly sharing this knowledge with my students, thus developing their metacognition (knowing about knowing).
We might start with a Humanities subject – History, English, French, Latin – but this is just our entrance point for exploration of human ideas and knowledge. I nurture students' curiosity and help them develop the reading, research and study skills we all need to become lifelong independent learners.
This focus places me well to support preparation for verbal reasoning and deductive reasoning tests.
Overall, I ensure my students benefit from my broader mission as Founder of Dilectae and its flagship project, The Critical Literacy Project: to embed connected and critical holistic learning across education systems.
Here's how I do this
We can't become independent learners if we don't know how we learn and think. Drawing on the work of experts in the field, I explicitly teach students awareness of how they learn and advise on practices to improve memory retention and work towards higher order thinking skills. An important part of this work is to encourage wellbeing through exploring how our mindset affects our learning.
This terms gets much bandied about in education literature. It means different things to different people. In my coaching, I connect critical thinking with literacy by encouraging informed questioning of language to help us follow Bloom's Cognitive Taxonomy. To me, this is the most important skill any individual can learn. It means you develop the ability to read content critically and meaningfully.
This is one of the biggest challenges I find my students face: how to use their time in front of books and screens usefully for learning. I draw on my extensive experience of working with teenage and older learners to train each student as best works for them.
Lack of research skill training sets a student up for a very difficult time at university and beyond in the workplace. I plug the huge gap in explicit research skill training through advising on strategies and tools to organise and manage independent research.
A parent once asked me what my tutoring super power was. I replied: confidence boosting. I think I would now revise this to courage boosting. Without courage, a young person is less likely to enjoy their learning, strike out into the unknown and, above all, believe in their ability to succeed. This is where I come in. My standards are high, but I work with not against students to achieve their goals.
No discipline boundary is rigid. A discussion of French grammar digs deep into the history of human communication. Exploration of a dissertation topic on C18th anti-slavery literature interrogates the skewed historical narrative. Education tends to carve up subjects and encourage siloed thinking. Not over here! I link up subjects and disciplines and topical issues with students as I believe this is how we set ourselves up to harness our education and thrive in C21st society.
Tech that Teaches
The power of technology to enhance teaching and learning can be huge, but only if used appropriately. I keep my finger firmly on the EdTech pulse so I can offer the best advice to my students on which digital tools can enhance (rather than distract from) their learning. I meanwhile look to encourage healthy digital habits as I have learnt from Cal Newport's book Digital Minimalism, his blog Study Hacks, and plain old trial and error!
'Assessment' on the go
We often think of assessment as testing during a training period (formative assessment) which leads up to that so-called 'high stakes' assessment at the end of our learning (summative assessment). With my students, I model learning through spaced repetition, weaving a check-in on what we have been learning and discussing within and across sessions. This means review of material isn't left for the student to battle with on their own.
Students comfortably achieving their academic goals – whether that be grades, university places or completion of dissertations, EPQs and passion projects (with honesty and integrity) – whilst growing as individuals.
"Emma was absolutely brilliant! She helped me structure my ideas coherently. Probably the first time I've actually gained some courage to get my dissertation done!"
Final Year Undergraduate Student
"The teaching was amazing – all the difficult concepts were explained so well and the content itself was so interesting."
17 year-old Humanities student
"Your teaching is very appreciated and has resulted in a noticeable boost to her confidence which is wonderful..."
Mum of US-based University of Cambridge applicant
I only take on a select number of students each year to ensure that I can give each learner the full attention and nurture they deserve.