Case Studies

Here you will find some examples of the types of students we work with and the results we get. It is in no means the whole picture but is aimed to give you an idea. The work we do is quite unique and should not be confused with tutoring in a subject or counselling to overcome emotional issues.


View the case studies below

9 year old boy struggling with writing.

The parents of a 9 year old boy approached us as their son was unhappy at school. Getting him to do homework was a battle each week and he absolutely hated writing anything down. He was consequently falling behind in lessons and both his teachers and parents were concerned.

On his first visit we had a good conversation about school and he explained what he didn't like about writing. Firstly he found it difficult to write in pencil, it didn't glide smoothly over the page. This meant he couldn't write neatly and hence be awarded his pen license. Something a lot of primary schools do to motivate students. He was feeling very frustrated.

He then had great fun, trying out all the pens we had to see what felt the best to write with. We started with him copying words out of a book and then tried dictating to him. Two things became very obvious on observation; he could write very neatly and quickly with a gel pen and also was more confident if the words were read to him.

This confirmed our initial thoughts that the student preferred to learn kinaesthetically and tonally. It had to feel and sound right for him to achieve his best.

I explained this to his parents and asked if the school would let him write in pen and also to tell the school that copying work off the board or worksheets, currently took him a little longer. However this would improve once could write more quickly.

The school and his class teacher were receptive to trying gel pens and instantly noticed the improvement in his work. Also he became more involved in lessons and has gone from strength to strength in his writing. The school have re-thought the pen license policy and do not implement it for some students.

"C has been amazing, truly like a different little boy, no more temper tantrums and so relaxed - his teachers are as pleased at his transformation as are we".

15 year old teenage girl having panic attacks in exams and leaving the exam hall..

This teenage girl came to us as she was having extreme difficulty in actually sitting an exam. She did not have a history of panic attacks and up until recently had been doing very well at school. She was expected to get all A's at GCSE's and go onto study A 'levels.

Through conversation we discovered that the problem started soon after a couple of disappointing mock exams results. Now the definition of disappointing is interesting as this student actually got B's on these test which unfortunately had been interpreted as a failure by her and a disappointment by the school. It is very common to hear students telling us "I was only 3 marks off an A", not "wow, you got a really great score, so great it was even closer to an A". It's all in the language used and the interpretation of that language.

We worked with the student to help her realise how great she was already doing and also helped her refine her revision techniques so she was not over doing it. Often students, teachers and parents think that time spent revising = success . Actually revising in the right way for 20 minutes is far more valuable than 2 hours in the wrong way.

 In addition to this as the student was very visual we gave her the appropriate techniques to overcome her panic in exam situations.

17 year teenage old boy struggling with the transition to A ‘levels.

This teenager came to us at the end of his first term of A levels. He had performed very well in his GCSE's but were struggling with the transition into A'levels. On questioning it became apparent that he was completely overwhelmed with the volume of work he was expected to do. He was used to modular learning and was struggling to understand how he was going to remember two years of work.
We explained the difference between short term and long term memory and how important it is to continually review what you are doing and revise as you go along. This leads to you building your database of knowledge and hence will find the subject easier to understand.
So for this young man we have been coaching him on the tools and techniques he needs to be effective in his note taking and revision skills. Playing to his strengths of being visual and kinaesthetic learner.
He now fully understands how he learns and what works for him. He is able to ask his teachers for support when he needs it and is also helping his friends out too. His last set of exams, he did extremely well and also realised that knowing what you don't know is as important as knowing what you do.
"How do you know you know it?"
"How do you know you don't know it?"

Teachers who love teaching, teach students to love learning.

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