Joe Butler-Biggs

I have thousands of hours of tuition experience, teaching full time professionally for 12 years. I am the director of a tuition centre and tutor training academy in London (London Academy of Tutors) and before this worked for over four years at a specialist tutoring colllege (Dyslexia Teaching Centre). I am familiar with, UK, US and International School's educational systems.

Thanks to the low costs whilst I travel South East Asia, I am happy to be able to charge less than 50% of my normal rate.

Due to my background working with students with special educational needs, such as dyslexia, dyscalculia, ADHD and Asperger's, I have a very patient, methodical approach. I ensure classes are varied to maintain student's focus and enjoyment of the learning process.

This approach was learned to ensure the best support for students who need it, due to attention or working memory deficits. However, it helps students of all academic profiles thrive. After all, none of us have perfect attention or working memory!

The greater care and attention that I put into my assessment of students' needs, preparation of classes, and background support is also essential for making the most of each lesson, and the results have consistently followed, over the years.

CV:

Academic background:

Currently studying:

Professional Certificate in Structured Teaching Intervention for Dyslexia and Literacy (Middlesex University in conjunction with Dyslexia Action Online)

Previous Qualifications:

MSc Philosophy, Logic and Scientific Method (2:1) (London School of Economics and Political Sciences (2006 – 2009))

A-Levels (Hurstpierpoint College) [17, 18 years]

A x 3: English Literature, History, Philosophy

GCSE (Hurstpierpoint College)

A* x 4: English Literature, English Language, History, P.E.

A x 4: Maths, Physics, Biology, P.E.,

B Chemistry (illness during exam)

C French (je ne sais pas)

Personal Statement

Key to my classes is to introduce new, potentially complicated information, at the right pace and level for each student. When stressed or overlwhelmed, learning stops. I aim to put my students in the 'flow' state where satisfaction and progress are maximised.

Careful understanding of the students needs and level of learning is essential to help me prepare the most effective classes, and so I prioritise this from the start and throughout the process.

I like to include fun activities wherever possible, mix up the teaching style (e.g. include videos, audio, active learning). But I believe most of the enjoyment that my students have during the lesson is in that 'aaah' moment of understanding, and of overcoming a challenge.

Once I take a student on, I make it my personal responsibility to take care of every angle towards achieving or overachieving their desired aim. As the classes and interaction is online, this also allows for much more flexibility - sometimes a student only needs to ask a question that takes 15 minutes. Sometimes I need to talk to class teachers, or set additional homeworks, or draw up revision timetables, or research and summarise texts. I will do what it takes to improve my students' chances of understanding and success.

One thing that often surprises my students is that I ask them to put all that stress and pressure onto me. Almost every time I ask 'Whose fault is it if you don't understand', they think it is theirs. Well it isn't. If they don't understand, then I will find a better way to explain. All I ask is for honesty and attention, and great results will follow. There was a time we couldn't count to ten. Everything is easy once we know how, and it is my job to make it easy.

I absolutely love helping my students overcome challenges and find success. It is great to work with people on a relatively personal level, and to be needed to find creative ways to help each person with their individual needs.