QCAA English, Literature & Extension Tutor | 99% Extension Subject Score | Warm, Criteria-Led Support for A-Standard Writing

Find out more about Elizabeth

• 1) When did you develop an interest in your chosen field and in private tutoring?

  I’ve been a voracious reader since I was young: I developed a particular interest in English Literature as a discipline with some fantastic teachers in high school, which also inspired me to become a tutor because I saw how much impact the right guide could have on learning!

• 2) Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  My main focus is on teaching QCAA English & Literature Extension, plus standard Literature and English. I particularly love teaching Shakespeare and Victorian novels so I can help students struggling with the unfamiliar language. Texts like these are also rich in language devices, which is my favourite thing to analyse — there’s nothing more satisfying than finally feeling like you understand the ‘hidden meaning’ in a passage!
  
  
  
  I have a huge focus on the marking criteria because I learned through my studies that you can have brilliant ideas, but you’ll only get top marks if you know the criteria inside and out. My favourite subject to teach is Extension because I find the combination of philosophy and literature challenging and fascinating, so I love discussing theories and how to apply them to texts.

• 3) Did you have any role models; a teacher that inspired you?

  I have many role models that influence the way I teach: firstly, my high school English teacher never failed to engage the class, which helped me learn how to keep lessons from feeling like a slog! The considered way that philosophy lecturer Dr Ellie Anderson approaches explaining abstract concepts taught me how to convey big ideas in intuitive ways. Finally, I draw a lot of inspiration from performers such as Brennan Lee Mulligan, who showed me how levity and improvisational skills can be combined with critical thinking to have engaging, nuanced discussions with students (rather than them feeling like I’m talking ‘at’ them).

• 4) What do you think are the qualities required to be a good tutor?

  I believe being a good tutor comes from the combination of extending a student’s knowledge/abilities, and being a supportive presence for their school journey. Many highly intelligent tutors fulfil the first, but are so focused on the material that they miss out on knowing what their student needs to not just know the material, but feel confident and at ease throughout their schooling.

• 5) Provide a valuable anecdote related to your subject or your days at school.

  One of my favourite teaching memories was in my first year of university when my high school English Extension teacher reached out to ask if I would like to come help the current Year 12s to refine their assignments. Explaining theories beyond those in the textbook and giving advice on how to write the best assignment possible reminded me how powerful it is to learn from someone only a few steps ahead of you, and it was what first made me realise I loved teaching.

• 6) What were the difficulties or challenges you faced or are still facing in your subject?

  My biggest challenge has been balancing highly nuanced discussions with the slightly simpler level of interpretation expected in high school contexts. Because I study English at a university level, I know I sometimes give more detail than is necessary. I try to resolve this by letting students lead the discussion to find where their limit of interpretation is, and then gradually extending on that, rather than making giant leaps forward.

• 7) Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  I am obsessed with finding a deeper meaning in things, which is what has led me to love critical interpretation of literature. There’s something highly satisfying about discussing the texts with my students and seeing what they think the author is trying to say, which not only encourages critical thinking but is rewarded by the marking criteria far more than identically repeating whatever the teacher has said. Those moments when the meaning of a text ‘clicks’ — either for myself or my students — are my favourite thing about English.

• 8) What makes you a Superprof (besides answering these interview questions)?

  I’m a Superprof because I have what all great professors have: a bone-deep passion for their subject combined with a love of helping students to succeed. My knowledge of the marking criteria and what teachers are looking for means that students know exactly where to best spend their energy, rather than guessing what markers want.