Trevor

About Me

Having worked as a senior leader in many schools, I have experience of developing important and meaningful relationships with all types of students. In many cases, building trust with the student and using your pedagogical skill is the gateway to unlocking the student’s true potential. My fundamental belief is that trust and connection are vital to any positive relationship and that often young people with significant barriers to learning experience difficulties with both aspects. I pride myself on creating long-lasting and meaningful relationships with all students that I come across and feel that this creates the requisite foundation for learning to take place.
Often the classroom or educational setting is not always the most conducive setting for each individual person. As such, I like to tailor my approach to ensure that each learner feels comfortable and is able to address the barriers to learning that they may face.
I believe that learning is a lifelong process and often the school system can hinder certain student’s progress. I aim to teach young people that meaningful learning can flourish in a variety of settings as well as the classroom and encourage high expectations academically that are unique to every child or adult learner.
I have extensive experience in ADHD and have studied the topic outside of my profession, as it is an area of interest for me. As the knowledge on the subject is still developing daily, I like to keep abreast of how best to interact and engage with ADHD students, by attending seminars and being a part of ADHD UK. In recent years, we have seen a large uptrend in the number of diagnoses and as such, further barriers to progress. As someone who suffered with undiagnosed ADHD at a Grammar school, I feel that I have an excellent background to nurture young people with ADHD and help them thrive! ADHD is a superpower when harnessed correctly, however ot can produce anxiety and a lack of self esteem. I am keen to break this down and make sure every learner achieves their potential.
Examples of young people with SEN I have tutored successfully are wide and varied. I worked on a one to one basis with a teenage girl who suffered from anxiety and needed re-integration into the school system. She had fallen in with a difficult group of students and her academic progress was being hindered by unhealthy relationships. Being able to positively influence her and address issues of esteem laid the foundations for her to find a new love of learning, and I am pleased to say she completed her GCSEs and even took her English language examination a year early. I feel being able to build rapport understanding what makes young people feel safe and secure and engaging with them, are my core strengths.
Again, in my teaching experience and in my personal life I have encountered young learners who need support with OCD, PDA and autism. Often these barriers present together and the students don’t always understand or communicate effectively how they feel. This is why relationships are so key.
I have taught a profoundly autistic boy who presented great difficulties on a one to one basis. In his previous school he had three teachers to one. Within a couple of months I was able to engage him in English Maths and other core subjects for up to two hours in one sitting. I was also proud to be able to take him to the park where he learnt to play, share and socialise effectively with others.