5 Highlights From 2020

5 highlights from 2020

As weird as 2020 was, I have a few highlights from the year.

Tall Tartan Talks here … As I mentioned last year in my review of 2019, life as a freelancer has its ups and downs. This year has been, for some people, an extreme of that precarious situation.

Luckily, my freelance work life is mainly online. So I count myself blessed that I haven’t been affected too much.

I want to tell you about highlights in 5 areas. Well, more really, but 5 is a multiple of 2020, so it sounded better.

Highlights

  1. Training
  2. Networking
  3. Rebranding
  4. Tutoring
  5. Cold emailing

1. Training

This year has been for me principally a year of learning and adding to my Continuous Professional Development (CPD) with the Chartered Institute of Editing and Proofreading (CIEP).

  • In December last year I began the proofreading mentoring scheme. By May I had completed it. It was a unique opportunity to have experience of  a wide range of real jobs with guidance and virtual hand holding from a highly experienced Advanced Professional CIEP member. I wrote about it in the blog post Editing Training Part 2.
  • A group of us formed an informal Accountability Group. Consisting of other CIEP members, it prompted me to achieve many CPD goals.
  • Attended the CIEP online conference in November. A huge highlight!
  • Completed the CIEP Copyediting 1: Introduction course.

2. Networking

Along with everyone else in the world in 2020, since March, all my networking has been carried out on Zoom. It’s a necessary evil.

A particular networking highlight this year was that I, along with other international members of CIEP, formed our Accountability Group. (Yes, I am mentioning this again …)

We share our goals fortnightly on a Zoom call. We use the messaging app Slack to have daily chats about wins and rants. It is our safe space.

Without their encouragement I wouldn’t have achieved half of what I have done this year.

3. Rebranding

This time last year, I aimed to research how I wanted the branding on my website and social media profiles to appear. I considered branding, my brand identity, values and colours. The process is described in My Branding Process blog post. I am particularly proud of this 2020 highlight.

I tweaked my website; made sure the Contact form worked; added an Upload file widget so that potential clients can add a sample to their query of what they want me to proofread.

I subtly changed the titles of my blog posts. Originally tagged #TallTartanTells, this was changed to #TallTartanTalks.

To help with tips for general efficiency, I wrote this blog post about Managing Emails after I read a book on productivity. Clearing your emails once a day by ensuring you have an inbox-zero situation can clear the head and prevent worry.

Sadly, I am not as strict with myself as I was when I wrote that blog post. Workload weight means that I tend to have a clear out once a week these days … It has become a Friday job.

4. Tutoring

After such a busy couple of years of tutoring during 2018–19, I was worn out by the beginning of the year.

review of the year

By March, tuition had moved online using Zoom and interactive teaching software. Boy, that was a challenge! How to get the work to parents? How to ensure interactive learning?

More than half a year on, the online tuition routines are well established: work is emailed before the lesson, a variety of resources are enjoyed, and pupils can even share their screens.

The main highlight? Not travelling to their homes. The extra time taken to plan an interactive and challenging lesson, then email the parents with the information; versus the time saved by not commuting …

I wrote two blog posts with teaching tips this year: How I Teach English and How Do You Learn?

In July, one of my pupils left Year 6, age 11, thereby finishing primary school. The 2 sessions of tuition per week I had done with them for 2 years became available.

The main reason I became freelance was to be in control of my work/life balance. Consequently, I took the decision not to fill those spaces with more pupils because I was losing that balance. Saying no to work is never easy, but preserving mental health is a priority.

Instead I did more editing and proofreading CPD using the extra time I had gained.

5. Cold-emailing

With my updated training skills and new branding, I was ready to offer my further proofreading skills to educational publishers and publishers of children’s books.

The last time I cold-emailed publishers (about 18 months ago) I invested a tremendous amount of emotional energy in the process. I thought about it far too much – not good.

This time I was wiser. I bought the Children’s Writers’ and Artists’ Yearbook 2020. I made a list of websites, contact names and email addresses. Once I had researched a publisher, certain that they published what I was interested in proofreading, the cold emailing began.

I found TextExpander very useful for giving me shortcuts for repeated phrases, so that they were much quicker to type, e.g. my email address, phrases like proofreader available, etc … Even a whole email was saved in my snippets so that it appeared when a simple shortcut //query was typed!

My CV was updated with my new branding, training, and most recent experience. It was attached with each short email acting as a covering letter.

However, it is important to bear in mind that the return reply rate is statistically low – a minimum of 1 in 10. This time I put emotion and desperation to one side to become business-like and pragmatic.

Once the batch of emails was sent for the day, I put them to the back of my mind, and got on with other jobs.

I am grateful to have received a couple of positive replies from publishers responding that they would add me to their books.

review of the year

Children’s book authors

Having re-vamped my website, I pushed the SEO (Search Engine Optimisation) on the page which advertises to children’s book authors.

It shouldn’t have been a surprise then when I had several enquiries from independent children’s authors (self-publishing). When I asked them how they had found me (I’m in several directories), their answer was always Google.

A proof-editing job I enjoyed was a series of 9 stories for young children. They featured the adventures of the same small character. I suggested tips for consistency across the series.  The author asked for advice on self-publishing. They weren’t the first to enquire.

So, I searched the hive mind that is the CIEP forums and found some gems of advice to pass on. I really hope the author publishes next year. Fingers crossed!

Perhaps I should add self-publishing advice for authors to my list of aims for next year …

Next year

So to 2021 … plans need to be considered and formed, no matter what is going on in the world.

For the readers who haven’t seen them, look out for my hashtags #TallTartanTips and #TallTartanTalks on LinkedIn, Twitter and Facebook. They link to the blog posts which promote my editing and educational skills, as well as giving advice and tips.

Whatever your circumstances, here’s to the future, hoping 2021 is better.

review of the year

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How I Teach English

How I Teach English blog post

There is a lockdown. Schools have closed for all except the children of keyworkers, with a rota of teachers. Parents are home-schooling their children by teaching English, and all the other subjects.

The pupils who I used to teach face-to-face have moved over to online tuition. I have been learning how to use Zoom, and how to share resources using screenshare.

Tall Tartan Talks here … my feeling now is that the information I share in this post about how to teach English is just as important now in the current climate. You will become more aware of just how MUCH there is to teaching English – and that’s just up to Year 6 (age 11) level – never mind GCSE or A level.

Teaching background

I write about my freelance business. I have been providing proofreading and tutoring  services since I left classroom teaching in 2016. This is part of the blog series I have written about education, teaching and tuition – the others being Why I Tutor and How I teach Maths.

Recently (2020), my time has been spent following the Chartered Institute of Editing and Proofreading (CIEP)  proofreading mentoring course being mentored, providing primary tuition, and editing a local monthly charity magazine. Now the coronavirus pandemic is happening.

Read further to find out how I teach English and why my skills and expertise are valuable to publishers of ELT and educational materials.

English teaching

When I teach English to primary school children, I could be covering anything up to six areas of skills. They are:

  • reading decoding and comprehension
  • spelling
  • punctuation
  • grammar
  • handwriting
  • writing composition

Reading

The key skill in teaching English is the teaching of reading. Without having efficient reading skills, children find it more difficult to access other areas of the curriculum.

By the time children leave primary school, they should be able to read and understand what they are reading. There are those children (below average) who can decode (break down) the sounds in words to help them recognise and pronounce them.

More able children can read challenging texts fluently. When I taught in the classroom it was a pleasure to hear a child read with expression or have confidence performing with drama. It was equally pleasing to see the progress a child made who was struggling with phonics. Those lightbulb moments are priceless.

books

Infer and deduce

It is intriguing to teach more able readers how to infer and deduce (read ‘between the lines’) by increasing their vocabulary, by prompting them to understand what that challenging vocabulary means,  by leading them to dig deeper into the text.

It is encouraging to watch reluctant readers laugh at the stories spun by authors such as Liz Pichon (Tom Gates). They want to read on … But it is also frustrating when they ignore an unfamiliar word, hoping it will just become invisible. I teach them to become inquisitive enough to want to find out why the author chose that word, investigating how that word adds to the story.

Spelling, Punctuation and Grammar (SPaG)

Three elements of English – Spelling, Punctuation and Grammar – have been turned into a variety of acronyms by the Department for Education over the years: their incarnations have been SPaG, GPS, … In the 2010s the government introduced intensive assessment of SPaG at the end of key stage 2 (Year 6), which resulted in children being taught far more about grammar than they need to know at that age.

Let’s begin with Spelling.

Spelling

you're

I find that children generally divide into two camps: either they can spell, or they can’t. Some children really worry about spelling. Some don’t know what the fuss is about – spelling isn’t important to them. Or there are those who are proud because correct spelling comes easily to them – they learnt the weekly spellings with 10/10.

When tutoring my pupils, I ask them to look at the spelling of a word they have written. Does it look right? Does it match spelling patterns they know?

Spelling can be taught in fun ways using games, e.g. Scrabble, wordsearch, to name just two. ZType is a typing app which reinforces spelling in a fun way. Try it!

Children with dyslexic tendencies are a different discussion. Thankfully they get more recognition and help now than in the past.

Punctuation

It was so frustrating when, in upper primary, I experienced children forgetting to use capital letters and full stops to begin and end a sentence. Ironically, they could use more advanced forms of punctuation, but forgot the skills taught in Year 1.

By Year 2 (age 7) children are taught to add to their knowledge of punctuation by using a question mark or exclamation mark. By Year 5 (age 9) children are taught to use a wide range of punctation, including semicolons (an elaborate comma) and colons (introduces further information).

When I wrote their ideas on the whiteboard or Learning Wall during Guided Writing, pupils were keen to point out punctuation errors (deliberate mistakes made by me) but they weren’t as observant in their own writing. Children had to be retaught to punctuate as they wrote, rather than put the punctuation in afterwards.

Which is why writers perhaps can’t see the wood for the trees and need a trained editor and/or proofreader to find errors.

eyes looking

Grammar

Here are some terms you may not have come across before. They are assessed in the SPaG SATs (Standard Assessment Tests) for Year 6 (age 11) at the end of Key Stage 2.

Let’s try some … Can you identify the following? What is an adjective, adverb, fronted adverbial, modal verb, conjunction, subordinate clause, relative clause, and finally, active and passive voice? (The answers are below if you are curious.)

  • adjective: describes the noun
  • adverb: describes the verb (sometimes end with ‘ly’)
  • fronted adverbials: an adverb which starts a sentence pausing with a comma, e.g. ‘In the far distance, …’
  • modal verbs: verbs which show possibility or likelihood
  • conjunctions: used to be called connectives – links two clauses with ‘and’, ‘but, ‘or’, etc.
  • subordinate clause: a clause which depends on the main clause to make sense
  • relative clause: a subordinate clause introduced by a relative pronoun, e.g. who, which, whose
  • active voice: the subject of the sentence is doing or being, e.g. The cooks burned the apple pie.
  • passive voice: the subject is being acted on by the object, e.g. The apple pie was burned by the cooks.

However, this is not the place for a debate about which and why grammar rules should be taught to 7 – 11 year olds.

Right, moving straight on to something a little less controversial …

Handwriting

According to the National Curriculum, children should be joining their handwriting from Year 2.

I get much satisfaction from showing children how to form their letters correctly. Tall letters have ascenders (lines going up, e.g. b, d, h, k, l, t) and others have descenders (lines going down, e.g. g, j, p, q, y). The letter f should have both.

Each school usually has their own handwriting policy. Some schools advocate teaching cursive handwriting from EYFS Reception (Early Years Foundation Stage). That’s fine if the child demonstrates good fine motor control with the pencil, but I’m not convinced. Then again, I never taught in an EYFS classroom. (I was too tall to get my legs under the tiddly tables!)

Another tip I offer is to dot the i’s and cross the t’s after the whole word is written, rather than lift the pencil/pen and stop the flow of the word to finish those letters. Try it with the word ‘little’. Oh, and remember that those l’s are ascenders, so will be taller than those standard i’s and e’s.

Neatly joined handwriting has its place and does look absolutely exquisite in the right setting. But the quality of the handwriting should be appropriate to the audience. For a quick visit to the shops with a list just for one’s own viewing, a scribble is sufficient. On the other hand, perfecting the greeting on a card to granny is the opportunity to be proud of neatly joined, cursive script.

handwriting paper

An example of a student handwriting sheet which encourages the use of ascenders and descenders.

Writing composition

quality content

There is nothing more thrilling than to have a child show their learning by incorporating features of writing you have taught into an unaided composition.

Whether the genre is myths, legends, historical, comedy or horror, their ability to show understanding of the features of that genre is a mark of their progress and success as writers.

Their skills at writing are enhanced if they are reading a wide variety of genres. If they can also build believable characters, with imaginative speech which moves the story on, and they can talk directly to the reader, their writing becomes a sheer joy to read.

By Year 6, most children can include a wide range of devices in their writing: plot structure; description of setting and characters using vivid adjectives and adverbs, similes and metaphors; action between characters; speech (using the rules of speech punctuation); and punctuation. Even showing contrast of types and lengths of sentences, e.g. ‘long/short/long’ or ‘short/long/short’ for dramatic effect.

The hardest concept for some children to grasp is how to lay out paragraphs. They are taught to start a new idea on a new line with a small indent. Each paragraph should have a new idea. One example of a model to help understanding is to show children fiction authors’ work where paragraphs have been jumbled. The task is to rearrange them so that the meaning of the overall text makes sense.

So, all these elements are taught in a module lasting several weeks over a half term, building up their skills, until the children get a chance to show that they can apply their learning.

At the end of an hour’s composition, the children are given the opportunity to read their work back to themselves. In the classroom, they would whisper aloud. So they can hear it. Hearing it spoken is a tip for the checking of any errors. Editors and proofreaders do it as a proven strategy!

Hoping this helps

To finish, you will find some helpful websites below about the teaching of primary English. They will be especially useful if you are home-schooling.

all the best

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Email

Contact me to check my availability for proofreading non-fiction, education books and children’s books.

Education blog posts

See the links below to the other posts in my series on education:

Why I Tutor

How I Teach Maths

How Do You Learn?

Children’s Well-being and Mindfulness

Philosophy for Children

Websites on teaching primary English

Review of 2019

grateful proofreader

Life as a freelancer has its ups and downs. In this blog post I review how my business has fared in 2019, with both successes and lessons learnt.

A thick skin needs to be developed to cope with the downs. But the ups are ever so rewarding and uplifting. Many of my freelance colleagues will agree with those sentiments. I have certainly honed the ‘3Ps’ (patience, perseverance and persistence).

Slow burn

My year has been busy, particularly with primary tutoring, but I’m pleased to report that the proofreading side of the business perked up. Those who have been at it a lot longer say it can be a slow burn, taking up to three years to get established and known as a freelancer. I agree. My business has grown.

Winter review

A proofreading job in January with an unsatisfactory client did not start the year well. A lack of communication meant I was left feeling humiliated. Lessons were learnt on both sides, so best forgotten.

Spring review

For the first four months of 2019, the proofreading jobs were very few and far between, and a lot of freelancers shared their worries on social media about paying bills.

I have found it is good to have a wee part-time job to take away some of the stress of the unreliability of the freelance income. Fortunately, the tuition I offered increased to five afternoons a week. My Friday became a Saturday (day off) to fit in with my husband’s free day as he cycles at the weekend.

Marketing review

Being fully booked with primary tuition meant that my income wasn’t so much of an issue, but I was doing all I could to could to market myself as an available proofreader. Sending cold emails, writing blog posts, and sharing on social media continued though to Easter. I was even asked to do a proofreading test for an educational publisher! But no work has come of it yet – something to chase up in January 2020.

IM Available

By April, I had a proofreading request from the Chartered Institute of Editing and Proofreading (ciep.uk), formerly the Society for Editors and Proofreaders. A director found me on their list of available Intermediate Members. If you are an Entry-Level Member it’s worth trying to gain points by training and experience to upgrade to IM. Then you qualify to appear in their internal list of IMs, appearing visible for work opportunities.

They wanted a proofreader to check some new proofreading exercises which will be part of a resource bank. I thought this was a brilliant opportunity! The role involved *test-driving* the exercises and feeding back on the time taken and their effectiveness. The job continued, interspersed with voluntary editing until the end of August.

Summer review

August used to be the month when I went on holiday. As an ex-teacher there are more months available now. So I made myself available for jobs in the summer.

review

 

In August, I got a surprise email from a local business. It appears that it is advantageous to have a ‘Google My Business’ profile. The client had googled ‘proofreaders in Essex’. My name popped up. I was away on a short break for my wedding anniversary. So, having a sneaky peek of my emails while he wasn’t looking, I offered to refer the prospective client to other IM proofreaders. No, he said, he could wait. There was no rush. Wow, I thought, this job sounds hopeful.

He explained that his company writes on-line courses for health and safety qualifications. They asked if they could email a course to be proofread as a trial. I established Terms and Conditions. We would see how we got on liaising. Then there might be future courses to proofread.

A flexible client

The trial job was proofreading a course on which consisted of 8 modules with roughly 20 PDF slides in each module. Some with few words, some heavily worded. I created a Style Sheet, then set up a Query Sheet for any questions I had.

The promised return in one week was achieved. I invoiced and asked for a feedback testimonial to put on my website. This job continued to be special as the invoice was paid the same day it was presented – plus their feedback was gracious! I am still basking in the afterglow of that positive working experience.

When I shared on Twitter that I had a queue of two clients – the first time I have had to timetable a schedule – another client appeared.

I shared that I had appreciated the fact that the August client had been prepared to wait until I had finished a regular monthly editing job I do. A children’s author saw my post and booked me in for a proofreading job in September. Getting yourself out there *does* put you into the eyeline of prospective clients –if you’re in the right place at the right time.

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Networking and CPD in 2019

I got out and about to the following events:

  1. May: SfEP mini conference in Newcastle (see blog post here)
  2. September: SfEP Annual Conference in Birmingham (see blog post here)
  3. November: Cambridge Social Media Day (see my summary on my profile page on LinkedIn by searching #CSMDay2019). How to be more savvy with your content marketing on Facebook, LinkedIn, Twitter, etc.
  4. Meetings of my local Herts & Essex SfEP group through the year have provided opportunities for mutual support and fruitful discussion. For me the meetings have been sacrosanct – timetabled in my work diary and essential for my well-being.

Sharing experience and wisdom

It appears that, by this stage in my freelancing career, I have become someone who is respected as established and supportive to newbie freelancers. Thank you to the folk, especially former teachers, who have shared their appreciation of my blog posts this year with positive responses.

New year plan

Going into 2020, I have successfully applied to be mentored through the SfEP proofreading mentoring scheme. I am really looking forward to working with my mentor through into next year.

Branding

Meanwhile, I want to update my branding, so have bought Louise Harnby‘s ‘Branding Lite’ course. I bought her ‘Blogging Lite’ course last spring to help me plan how I was going to write blog posts for the year ahead and beyond. Look at me now … happy blogging anniversary to me!

I have a winter of studying ahead. Can’t wait.

Finally, I wish you and yours blessings, peace and joy for the new year ahead.

 

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Kindly proofread by CIEP Professional Member Lisa de Caux.

How I Teach Maths

 

How I Teach Maths blog postI’ve said it before, and I’ll say it again … one of the things I love about my freelance business is the variety. As well as editing, I enjoy teaching primary school pupils. Maths is one of the subjects I boost in tutoring sessions.

Tall Tartan Talks here … This blog post is part of my series on education and tuition. The first in the series is Why I Tutor.

In this post, I continue to share tips from the 30 years I spent in the classroom teaching 5-11 year olds.

Who is this blog post for?

Proofreaders with an educational specialism are asked to proofread not only English texts for publishers, but materials in any subjects in the National Curriculum. The ability to fact-check that answer books are correct, and marking schemes match, is a definite advantage and sought-after skill.

Perhaps you are a former teacher considering adding tuition to your portfolio of jobs. It’s a no-brainer to apply your expert skills to running a tuition business, over which we have sole control. No need to answer to OFSTED.

maths

Maths lesson

Now I describe how I tutor an hour’s Maths lesson. I enjoy using particular resources, described below, to encourage engagement and learning.

This Maths lesson is aimed at an average 8-year old in Year 4. It is divided into three parts: mental warm-up, written practice and reinforcement, finishing with a fun game to wind up the hour.

Pre-requisites for this lesson

  • Mental number bonds to 20.
  • Times tables knowledge of x2, x5, x10, x3, x4, x6, x8 (according to the National Curriculum 2014, children should know all times tables by Year 5). Notice I have listed them in the order they are taught from Year 1.
  • Some division tables knowledge of ÷2, ÷5, ÷10, ÷3, ÷4.

Resources for games

  • wrap-ups (I’ll come to these in a moment)
  • dice
  • playing cards
  • iPad or Android tablet device.

teach maths

Mental starter

Use mental maths strategies to add quickly and efficiently. This part should last no more than 10 minutes.

The purpose of this is to settle into a focused frame of mind, and warm up the little grey cells. So, a speedy game of Snap with playing cards for hand/eye agility and coordination is a thrill.

Or throw two dice and add, or multiply, with speed. Extending this, throw three dice and add by finding the largest number first; or find two numbers which make ten; or near doubles.

My favourite starter is the Wrap-up.

Wrap-ups are available as all four operations (+ – x ÷) as well as fractions. The photo shows the times tables version of a Wrap-up.

Each key has a separate times table, with answers mixed up on the back, for self-checking. A string is wound matching the question to the answer, while saying the question out loud. For example, 4 x 3. The child winds the string around, matching the question to the answer.

I vary the vocabulary used to ask the question: 4 lots of 3; 4 sets of 3, 4 groups of 3, 4 times 3, 4 multiplied by 3.

Rotating the string round and round, at the same time as vocalising the question, is known as the VAK approach – visual, auditory, kinaesthetic. The child uses the strategy they feel best suits their learning. It is especially appropriate for children who can’t keep still as they learn. (One of my tutee clients has ADHD.) Wrap-ups are available from this website.

Main session

Written short multiplication method: carry out multiplication calculations using the following as an example, 854 x 4. This part should last around 30 minutes.

Using relevant vocabulary

It is vital to use the correct vocabulary when describing a strategy. Children tend to use the word ‘sum’ to describe any operation involving numbers! ‘Sum’ describes addition only – it means ‘total’. The answer to a multiplication question is the ‘product’. So, we could re-write the above question as: “What is the product of 854 and 4?” (This extends the question level to Year 5, as the word ‘and’ confuses the concept; a common error is for children to read the question as addition.)

Use this method

On squared paper, set out the 3-digit number, 854, (with one digit in one square) in the column values HTU, drawing two horizontal lines underneath as the place to write the answer. It astonishes children that the = sign means the same as those longer lines in a written strategy.

It’s hard to describe the method here, but I’ll have a go. Set out x4 underneath with the 4 in the Units or Ones column. Multiply 4 by the 4 Ones, making 16. Write 6 Ones in the space for the Ones answer, and ‘carry’ the 1 Ten into the Tens column. Multiply 4 by the 5 Tens. This equals 20, then add on the carried Ten to make 21 Tens. One Ten stays in the Tens column, and ‘carry’ the 20 Tens into the next column as 2 Hundreds. Multiply 4 by the 8 Hundreds to make 32 Hundreds, then add the carried 2 to make 34 Hundreds. The completed answer is 3,416.

Linking the calculation to a real-life problem gives the answer more context:  “If four people each made £854 in one month, how much was earned altogether?”

Showing mastery

If children can explain how they got their answer using the correct terminology, then it shows they have a secure concept of the method.

A common error is to forget to add on the carried digits, so I reinforce this aspect repeatedly. More able mathematicians can check the answer by using the inverse operation, division. Skills can be extended by multiplying ThHTU by a single digit.

One of the most common parental comments is that methods have changed since they were at school. They feel it’s hard for them to help their children. Ask your child’s teacher for clarification. Some schools produce a handy leaflet for parents with how the Maths methods are taught.

Lesson plenary

My pupils love using a Maths app on my Android tablet to round up the session and relax. These include Card Match, Solitaire (which I knew as Patience when I was young), and Countdown. They often beat me, too. This part should last no more than 10 minutes.

Why I tutor … part 2

Having been a classroom teacher, with many conflicting demands on time, you find that, simply, there are not enough hours in the day to spend quality 1-1 time with each child. Improving reading skills is probably the highest priority.

I find doing private tuition much more rewarding: I can choose the resources I want to use; planning for one child takes so much less time than for a class; children feel more relaxed to ask questions when there are just two of you.

If you’re thinking about tutoring … what are you waiting for?

Feedback

Finally, positive feedback makes it all worthwhile.

Here is a comment from the parents of a 6 year old boy: “Annie is a fun, calm, creative and experienced tutor who immediately put my son at ease. He looks forward to her lessons and loves her ideas and games. We would definitely recommend her.” Really chuffed!

Read on to the end to find website links to Primary Maths websites I have found useful for resources.

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Contact me to check my availability for proofreading non-fiction, education books and children’s books.

 

Kindly proofread by Lisa de Caux, CIEP Professional Member, https://www.ldceditorial.co.uk

Education blog posts

See the links to the other posts in my series on education and teaching:

Why I Tutor

How I Teach English

How Do You Learn?

Children’s Well-being and Mindfulness

Philosophy for Children

Useful Primary Maths website resources

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