Press coverage for johnhowestuition.com

Here is a link to an article which appeared on the Rugby Advertiser website.

This article appeared in the Rugby Advertiser shortly before Christmas 2014.IMG_2729.JPG

 

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SATs: How I can help

When children come to take their SATs in Years Two and Six, it can be a stressats 1sful time. Schools are, understandably, very keen for pupils to perform at their very best as the results are presented in league table format and reflect on the reputation of the school.

At present, children will sit SATs papers in mathematics, English reading and writing, and spelling. In mathematics, there will be two papers plus a mental paper. There will be a ‘reading’ paper, in which children are presented with texts and then have to answer questions on it. There will be two writing papers – a short writing task (usually 20 minutes) and a longer writing task. There might also be a spelling test. There are some variations between the Year Two and Year Six tests.

It is important for schools to create a relaxed atmosphere around the tests, particularly in Year Two where children are not necessarily used to the structure of tests. Many schools try to put their Year Six children at ease by providing them with breakfast on test days, to ensure they are well fed and in good condition for performing at their very best.

Children should be encouraged to do their best in their SATs, but should not be put under too much pressure. They are useful for teachers to uncover gaps in the learning of their pupil, and analysis of the papers can be very helpful.

So how can a personal tutor help? Well, often children feel better about tests if they have encountered the particular style of test before. A tutor can help work through previous papers, talk about the style of answers, and can discuss how to present responses so the maximum number of marks can be awarded. Many teachers will do this on a class basis and will be very efficient at doing so.

However, much can also be achieved on a one-to-one basis. I would look in detail at responses children have given in tests and how these could be improved. I would look at mark schemes and examiners’ reports. What is the very best way of securing three marks out of three on this question? How should you present the workings on this mathematics question to get the most marks? How should I plan this long piece of writing, faced with a blank sheet of paper?

I would be happy to discuss with parents how I can help their children face up to SATs with confidence, and calm, so they can do their best.

Maths: How I can help at primary level

mathsI would begin by having a discussion with the parent. What problem is your child facing? How can I help? You might be able to give me an idea of your child’s current National Curriculum level.

For the first session, I would probably do a diagnostic test of your child’s abilities. I would look through the requirements for their next National Curriculum level and ask them questions relating to each of the individual skills needed. This would give me an idea of areas to focus on in future sessions, which each last 45 minutes.

I would also talk to you about topics currently being studied at school, and how I can directly help with giving your child confidence in these lessons.

I try to make the sessions enjoyable and varied. I use different teaching materials, including some teaching programmes on laptops and Ipads. I will also work through exam or test-style questions which your child is likely to encounter and discuss how we could use our skills to answer them.

I will give you a written summary by email after each session to ensure you know what has been achieved.

English: How I can help at primary level

My initial approach would be to have a discussion with you about the issues facing your child. Ideally, I would then look through some of their recent work to discover their strengths and weakness. They might have issues moving from simple to compound sentences, or from compound to complex sentences.

Other issues might include spelling, punctuation or general grammar. They might need to focus on using more connectives, or adverbs, or working on their descriptive skills.

I would look at the requirements of their particular National Curriculum level and design work, which we would do together, to support them. I might also look at end-of-term or end-of-year tests (for instance in shorter or longer writing) and then model an approach to answering the question. We might do the plan together and then discuss how to transfer this to a written paragraph.

If there is a particular topic or issue which your child is covering at school, I could offer support in our 45-minute sessions. Hopefully, this would transfer to greater confidence and achievement in the classroom.

My aim would be to support the work of the class teacher and to complement whatever was going on in the classroom. I hope this would help!