Molly

Hello! My name is Molly and I am a recent graduate of the University of Cambridge, having studied English as a three-year combined literature and language course. I am fully TEFL/TESOL certified and have over 1000+ hours of teaching/tutoring experience, including two months spent teaching English as a Second Language in Japan, and I have taught every grade, from KS2 and KS3 to adult learners. My passion for English notwithstanding, I also combine a love for history, psychology and modern languages into my learning and teaching styles. I am an education journalist, who has been published in Teach Secondary and Tes Magazine, and was recently featured in Mark Roberts' book 'You Can't Revise for GCSE/A-level English' (2020). I am also the author of 'The Online Tutor's Toolkit' (2023), an all-in-one guide to becoming an online tutor featuring a foreword by MyTutor CEO Bertie Hubbard, and I read and write both poetry and prose creatively for fun. I have plans to become a teacher in the future, and cannot wait for the opportunity to pass on my knowledge of exams and revision methods and enthusiasm for essay-based subjects to upcoming students.

Among the many things I learned in school, one of the most valuable lessons was recognising the importance of teaching-style: everyone learns differently, and adapting the way you teach to individual pupils' needs massively benefits engagement and receptivity to learning. Trying different types of revision materials, resources, teaching methods and explanations is key to finding the best way for each student to learn. Strategies that I favour, and plan to include in my Online Lessons, include mindmaps (both paper and virtual), matching exercises, flash-cards, note-making, reading comprehension and prompted writing practice. In addition, helping students to become self-sufficient learners, and to lead them to ask and explore questions themselves, will better prepare them for the demands of further education. My Online Lessons will be tailored to meet the needs of each student, and incorporate a central learning goal in order to create a temporal structure for ongoing lessons that focuses on consistent improvement and encouragement.