Meg Lendrum

I keep my lessons informal and relaxed rather than rigid or exam-hall-like, so students feel comfortable making mistakes and learning from them. Before anything else, I want students to see me as a person, not just a teacher correcting their work; once that trust is there, learning follows naturally. This approach comes from years of experience across very different teaching settings, from university lecture halls to one-on-one sessions with school-age children. Drawing on my experience as an Assistant Lecturer, where I developed lesson plans and materials for university students, I break down material clearly and adjust my explanations to what actually works for each individual. As a tutor, I've marked many essays and assignments, giving detailed, constructive feedback that strengthens writing and critical thinking. My lessons are tailored to each student’s specific goals, whether that’s reading comprehension, grammar, essay structure, or exam preparation, using study plans and materials built around their needs rather than a one-size-fits-all curriculum. My lessons feel more like a conversation than a formal class. I treat mistakes as a normal, expected part of learning, not something to be embarrassed about, which helps students open up and engage more honestly. This comes from years of working closely with learners of different ages, including as an au pair and in a boarding house setting, where patience and genuine rapport mattered just as much as the academic content itself. My background combines university teaching, academic research, English and History tutoring, and years of private one-on-one tutoring.