Isobel
"I wouldn’t have got into Oxford without Isobel, honestly."
Oxford Applicant
Biology
Chemistry
English
English as a Foreign Language
French
Geography
History
Italian
Latin
Maths
Mentoring
Music
Oxbridge Applications
Physics
Academic History
MSc Economics – Birkbeck – High Distinction (to date)
MSc Political Economy – LSE – Merit
BA Modern Languages (French and Italian) – Oxford University – High First Class Degree
A-levels and Pre-Us: All A* / Distinction French, English Literature, Music, Latin
GCSEs: All A*: Maths Methods, Maths Applications, English Literature, English Language, Biology, Chemistry, Physics, French, Latin, History, Music
About Me
I would sum up my approach to tutoring in three words: kindness, flexibility, and knowledge.
Kindness:
– Kindness is sometimes overlooked, but it is the cornerstone of a good teacher.
– Kindness builds trust, lowers anxiety around learning, thereby boosting memory and focus, while encouraging a can-do attitude.
– Kindness encompasses patience – the willingness to slow down and explain concepts in creative ways, sometimes in multiple different ways until they are understood, while remaining calm and supportive.
– Kindness also means having a student’s best interests at heart.
Flexibility:
– Listening to a parent or child’s objectives and difficulties is always my starting point. By listening first, I can then adapt my tutoring style to each child.
– At school, you teach a class. As a tutor, you support an individual. Every student ticks in their own way, has different strengths and weaknesses, preferences, dislikes, wakes up with different energy or in a different mood each day…
– Learning needs differ. For some students, talking through difficult concepts really helps, while for other students, drawing and labelling diagrams is key to really understanding. I meet the student where they are at with a toolkit of techniques based on learning style.
– Even if I have taught a lesson many times before, I will always check through and edit my materials for an individual pupil to reflect their specific strengths and weaknesses.
Knowledge:
– In tutoring, knowledge is twofold: knowledge of your subject as well as knowledge of teaching and learning.
– It goes without saying that knowing your subject inside out is key. If a tutor isn’t competent, a student won’t have confidence in them. Simple!
– As you might expect, I like learning. For me, it is really important to know the latest in teaching and learning research so I don’t ‘get stuck’ in one methodology or technique. From project-based learning (PBL) to learning through song, from distributed practice to movement enhanced concentration, from gamification to reciprocal tutoring, I do my research and put into practice tried-and-tested methods.
Recent tuition
English Language & Critical Thinking (Residential), 10 and 12 years old
The students were 10 and 12 year-old siblings (boy and girl) living in Northern Italy. I was engaged for a short period to improve their English, critical thinking, and be a good ‘role model’ as they entered adolescence. I took the two students’ interests as a starting point and focused on communication and creativity. By the end of the period, both children were receiving higher marks in their English lessons at school, were speaking English with a greater degree of fluency, and had developed their ability to think critically and reason.
Piano and Music Awareness, 10 – 11 years old
The student was at the end of primary school and wanted to pick up piano again after a break. She had just returned from living in another country and was having some difficulties at school. The focus was on having fun and enjoying making music, rather than achieving a specific ABRSM grade. I incorporated singing, ear training, and call-and-response to make lessons fun, weaving games into lessons and providing a kind and supportive environment for the child.
Tackling Complex Maths Problems, 12 years old
The student was in Year 8 (The Academy School). He was a bright student with dyslexia, and struggled with complex Maths problems presented in words (such as algebra hidden within words). I came up with a programme to cover all the main topics covered up to that point in Maths. There were various stages: making sure he had understood the basics, walking through harder problems, teaching him how to ‘decode’ written questions and turn them into clear Maths-only questions, and finally, approaching complex problems with confidence. We worked intensively over a half-term holiday. By the end of the time, the student was extremely secure in all areas of Year 8 Maths, and could answer complex questions with a high degree of accuracy.
GCSE Mentoring, 14 – 15 years old (ongoing)
The student had just began studying for her GCSEs (Benenden) when the role began. She is an international student whose mother tongue is not English. The assignment is both academic and pastoral as I support the student when she is having difficulties at school. Rather than coming up with a strategy, this role is aimed more at providing help when and where it is needed, demonstrating how broad my tutoring coverage is. The student has recently started meeting twice a week as she finds the sessions very helpful.
GCSE Mentoring, 15 – 16 years old
Diagnosed with dyslexia, dyscalculia, and ADHD, this student (Benenden) was struggling in a classroom setting and underperforming across her GCSE subjects. I designed a long-term programme of study, teaching across English Literature, Maths, Biology, Chemistry, Physics, Geography, and Music, to consolidate content and boost confidence. The student considerably outperformed her predicted grades and is now thriving at a Russell Group university.
French at Oxford, 16 – 18 years old
The student was a bright girl who wanted to study English and French at Oxford. She went to an elite London day school (City of London Girls), but the French teaching was unfortunately underpowered. I created a structured ‘action plan’, spanning personal statement, MLAT, and interview, making the whole process manageable and fun. The student received an offer for her first-choice college. At school, the student went from middle of the pack to receiving the highest mark in her year in her end-of-year test, despite there being French natives in her class.
French, adult learner (ongoing)
The student wants to apply for a French passport and thought that she needed a certain level of French. While this is not the case, we nonetheless started lessons with a focus on basic grammar and early conversational skills. I incorporate the student’s interests into lessons to keep her engaged, and adapt my teaching style to suit her way of learning. She has dyslexia, and it is important to use multiple channels (reading, writing, speaking, listening, watching) to consolidate topics. The student has already made significant progress.
Hobbies
– Catch up with friends on a walk or over a coffee. Ideally both. Once you’ve finished school or university, you have to make more of an effort to see friends, but it’s worth it!
– Spend time with my dog, Zazie, a Nova Scotia Duck Tolling Retriever. When I have a bit more time, we drive out into the countryside and explore somewhere new together. We also do a fair bit of training – Zazie has qualified for Crufts this year.
– Paint and write. At the moment I’m taking a painting course, which is a lot of fun. You have to really let go and not worry about making mistakes. I also hope to write a book one day.
– Visit galleries and museums in London. This city is amazing! There is so much to do. Have you been to the Postal Museum? What about the Museum of Brands? Or the London Centre?
– Swim at my local Lido. I recently discovered cold water swimming and now I’m addicted. On a clear, bright morning, the pool looks so pretty. It’s a really supportive community, too.
Testimonials
“I have been learning with Isobel for over three years now. When I started learning with her, I needed my English to be flawless, as I was preparing to work in the UK as a journalist. Isobel always makes sure that I get a lot of airtime in our sessions, so I can really practise speaking. She brings humour and enthusiasm, as well as an amazing knowledge of the English language.”
Adult English learner
“I wouldn’t have got into Oxford without Isobel, honestly.”
Oxford applicant – I supported the student with French grammar and French Oxford preparation, including the MLAT and interview.
