Lessons

Lesson plans are varied and are tailored to the students needs. Records are kept and open to view by parents. Homework set, is explained to parents to keep them regularly informed.

The relationship of tutor and student is explained to parent and student. Not as “teacher and student” but more as a partnership in which all aspects of the programme are discussed with the student, who can ask the why’s and wherefore of why they are doing a particular thing. This way is as valid for a year 3 student, as it is for a year 9 student. It is important for the student to understand why a particular task is important to their learning process, to this end therefore, I discuss with them what they are about to do, and what we intend to achieve.

Lack of progress has in some cases been explained away as Dyslexia, or some other label that appears to fit the student’s lack of ability to improve. This is not always the case, and has given some type of credence to them not achieving their full potential. There has to be” a want to factor” present. However, in this day and age, pressures of –“ got to”- has had much to do with student apathy. “Targets” have in many cases destroyed the fun element in learning and “wanting to”.

Dyslexia
Dyslexia is a tag which is overly used. Some parents have told me their child is “dyslexic”, but on test and assessment, this has not been the case. A different learning pattern was needed in order for them to be able to improve. To be quite honest this “tag”, which was placed on them has in many cases blocked their progress.

The academic path is not always the road for many students.  As long as they are able to reach their full potential and have confidence in their abilities, they will succeed in life. (I have seen the proof of this even in extreme cases, where students have been considered by many, to be poor performers). Having left full time education, they have obtained good jobs with future prospects. What has struck me most forcibly is their air of confidence. 

I have tutored ADHD students, trauma birth students, hearing and speech difficulties, and foreign students unable to converse in English.

Case Study
One student from Israel, speaking little English, and with a handwriting problem, arrived half way through his year 9, yet he passed his GCSE English with a grade C ( his English teacher had considered him not competent to gain this level at his yr 10 review).

I prefer the term “learning difficulties” and this covers a wide range of reasons for lack of progress.

Email: info@nplt.co.uk