What happens in a lesson?

We usually begin with what the student is reading, writing or preparing for at school. We discuss what they understand, what is difficult and what needs attention. For an English language learner, the starting point may be vocabulary, grammar or expressing an idea clearly.

1. Find the starting point. We look at the reading, assignment, draft or teacher feedback together. Sometimes the difficulty is understanding the question; sometimes it is getting an idea onto the page.
2. Work through it together. The student might explain a passage aloud, plan an argument, revise a paragraph or practise a grammar point. I explain concepts, ask questions, provide examples and offer corrections. The student reads, thinks, speaks and writes.
3. Decide what comes next. We identify what the student can finish or practise independently and what we should return to next time. Where appropriate, I suggest work between lessons.

For example

A student brings an essay draft with “more analysis” written in the margin. We look at the comment and the paragraph, locate a detail from the text and ask what that detail might mean. The student then tries a revision in their own words and explains how the evidence supports their point.

We use assignments to identify the skills that need more attention. We practise and revisit those skills so the student can use them more independently.

Part of a lesson may be devoted to a school assignment, and part to developing a particular skill: reading comprehension, vocabulary, grammar, written expression or literary analysis. Some weeks we prepare for an examination; other weeks we spend more time with a good book.

Adapting the lesson

I have experience working with gifted learners, students with Individual Education Plans (IEPs), students with ADHD and autistic students. We begin with the individual student's strengths, interests and learning needs.

• Gifted learners: more demanding reading and discussion, alongside help turning complex ideas into clear writing.
• Students with IEPs: when families share relevant learning goals and school strategies, we discuss how to reflect these in tutoring. This may include adjusted pacing, explicit instructions, smaller steps and repeated practice.
• Attention and organization: identify a manageable first step, use an outline or checklist and agree on what to finish next.
• English language learners: build vocabulary and grammar through reading, conversation and writing at an appropriate level.

A student may need both challenge and structure. We check understanding as we work and adjust the lesson accordingly.

Developing independent work

Students do their own reading, thinking and writing. I help them understand the task, practise a method and revise their own work. We follow the teacher's instructions and make use of feedback.

Careful reading, good questions and clear expression matter beyond the immediate assignment. These are abilities worth developing through regular practice.

For weekly lessons, short courses and the proposed reading group, see the current semester. You can also read notes on reading and writing or what tutoring can help with.