My experience of text and materials covers the following:
English - GCSE (OCR and AQA); A level (OCR and AQA)
Latin and Ancient Greek - GCSE, A level (OCR)
Spanish - GCSE (OCR and AQA)
I am familiar with all of the texts from the above courses. I have taught all subjects for the 13+ entrance exams, with a 100% success rate to many different schools: Eton, Winchester, St. Paul's Girls, St. Paul's Boys, St. Mary's Ascot and many more.
Classroom Assistant - I assisted English lessons at the Dogodogo Centre for street children in Dar Es Salaam, when I was living there. Ages ranged from 11 to 18. The work was part time and unpaid. (c.50 hours).
Seminars - I directed the Cambridge European Theatre Group tour. When we visited and performed at universities schools, I gave Shakespeare workshops to (non-English) students. Ages ranged from 14-18.(c. 30 hours).
Casual - I have assisted numerous friends and relatives with university application interviews and personal statements.
I attended Summer Fields, a prep school in Oxford, before going to Eton College and then Cambridge. At Eton I was an academic and music scholar, achieving straight A* grades at GCSE and A level (English, Latin, Greek and Spanish; Theatre Studies AS). I was awarded a place at Cambridge alongside a choral scholarship. I feel incredibly lucky to have received such a privileged education, not least because such privilege has made me question what a 'good education' is, from the perspective of both the institution and the individual. As a result, I really enjoy teaching - its methods and approaches, the ways in which it can be (un)successful - and am confident that I would not only provide effective tutoring, but that I would also enjoy what would doubtless be a very rewarding process.
I also think that my interest and involvement in extracurricular activities has provided me with a broader view and experience of education. I spent most of my spare time at university directing theatre, which taught me a huge amount about how to enthuse, manage and teach people efficiently, effectively and sensitively. This required adept organisational skills, whilst also combining a close textually academic focus with a personable, creative attitude. My people skills, in a completely different learning context, have gained diverse insight from working in the high-pressured environment of restaurant kitchens as a chef. I am also a keen long-distance runner, and taking part in the London Marathon a few years ago was certainly an informative test of my own self-motivation.
Every student is unique in his or her approach to learning. I strongly believe it is important to embrace such individuality, tailoring my own approach and teaching techniques to each student's specific needs, whilst drawing out the full potential of this uniqueness. I think that all tutees have the ability to be a very different model student - I do not think that the purpose of tutoring is to create clones. In such a way, I come to tutorials equipped with numerous methods of making requirements stipulated by the syllabus suitable, engaging and exciting for any given tutee.
What I do when I am not tutoring
I direct and write for stage and screen. I am based in London permanently. I balance my involvement in the arts with a dedicated, attentive commitment to tutoring. I recently worked on the ITV production of The Sound of Music, with a particular focus on rehearsing a lot of children under the age of 12!
'Charlie was fantastic for our son and pushed him to achieve his potential with excellent teaching and more importantly by believing in him and giving him confidence. Charlie seemed to understand his dyslexic difficulties whilst not accepting that they should get in the way of a top grade.' (Mother of A level student)
"My son really enjoyed working with Charlie. He is a very nice person and I'm sure that my son really, really benefited from the lessons he had with him. We appreciate that he will be sending a revision pack as it will be very helpful." (Mother of Year 11 student)