Rowen E.
Qualified ESL Teacher & IB Alumni, Holds Masters of Arts in Women’s Studies with Two Year's IB English Tutoring Experience.
Master of Arts in Women’s Studies, Centre for Women’s Studies, University of York
Bachelor of Arts (Hons.) in Sociology, University of York


  • I am a former IB Diploma Programme student, having completed the program in Ireland in June 2014.
  • I was awarded 2 out of 3 possible points for my CAS, Extended Essay, and Theory of Knowledge class, as well as a 6 in English Literature HL.
  • As a diploma student, I tutored younger students in English language and literature for two years.
  • I was awarded an MA in Women’s Studies and a BA in Sociology from the University of York, U.K. This has given me four years of experience with research writing and the Harvard and MLA citation styles, both commonly used by the IBO.

Teaching Experience

  • I support IB Diploma students with their Extended Essays, Internal Assessments, Theory of Knowledge assignments, and English (Language and) Literature HL/SL.
  • Two years’ experience tutoring teenagers in English language and literature in preparation for the Irish Junior Certificate.
  • I received my TEFL qualification from International TEFL and TESOL in June 2020, qualifying me to teach English as a second language to children and young people.

What is your teaching philosophy?

I believe that all students can succeed in any academic area if given the right support and encouragement. I aim to tailor my teaching to each tutee’s needs, rather than applying the same approach to each young person. Students should feel confident with the skills they have gained to apply these to their final IB exams.

What might you do in a typical first session with a student?

In the first session, I introduce myself to the student and give them a bit of my background. I then ask them about themselves, their needs in our lessons, and the area(s) they need support. If a student could send me samples of their work before our first session, I can then provide them with feedback and have a place with which to start them. Reviewing a student’s work beforehand also gives me insight into their needs and how they are already doing on their assignments or assessments.

How can you help a student become an independent learner?

I aim to teach students skills that they can then independently apply to their IB subjects. By teaching students language and literature skills applicable to different types of texts or in multiple subjects such as English and TOK, students can take our lessons and apply skills themselves in their normal classes. I encourage students to work out problems themselves and ask for help or support when needed, steering them towards being independent learners who are not afraid to ask for help if needed.

How would you help a student stay motivated?

Working with a student one-on-one helps me focus solely on the student and keep them focused on the task at hand. As a former IB student myself, I at times use what motivated me, such as praising the tutee, giving them suggestions for future work, and reviewing how our lessons relate to the IB syllabus as a whole.

If a student has difficulty learning a skill or concept, what would you do?

First, I would review the foundation of the concept, ensuring that the student first has a strong grasp of previous skills. I would then try different approaches, asking the tutee if they already like to remember or break down concepts when learning.

How do you help students who are struggling with reading comprehension?

I teach and review literary devices and ways of analyzing text with the student, seeing how and if they can apply them with new types of texts. If a student is struggling, I can ask them leading questions and work on the text on the screen together, going as slowly or as many times as a student needs.

What strategies have you found to be most successful when you start to work with a student?

  • Reading their work before we begin lessons to establish where a student is in terms of the IB subject and the areas they are already succeeding/need support.
  • Asking the student how they learn best and what kind of support they are seeking from me. I can supplement our lessons with audio or videos as well as work with text on the screen.
  • I ensure that I am more than familiar with the IB subject at hand, such as English, the Extended Essay, or TOK. I can then use both the IB subject syllabus and the student’s class’ specific syllabus to ensure that I am successful in supporting them.

How would you help a student get excited/engaged with a subject that they are struggling with?

I find that one-on-one tutoring helps a student remain engaged and on task as I can devote all of my attention to them. I also try to establish respect while also remaining friendly and helpful, enabling the student to be open about what area they might be struggling with. Throughout lessons, I strive to praise and encourage students to see their progress and take what they have learned and apply it to lessons independently.

What techniques would you use to be sure that a student understands the material?

I introduce the student to our focus, and after class(es), we review the IB syllabus and what we learned. By applying what we learned to different (types of) texts, I can establish if a student has understood the material and can apply it to different types of text. We can also discuss how the material we have reviewed connects to previous lessons and the final exams.

How do you build a student’s confidence in a subject?

I encourage them when they progress in an area they have found difficult and help them to see how our lesson fits into the IB subject at hand and the IB Diploma Programme overall. As a student, I found that learning how my lesson fit into real-world circumstances helped me understand and appreciate a subject and gain mastery.

How do you evaluate a student’s needs?

IB Diploma Programme students tend to be old enough to explain to me where they need support in their lessons. I use the first class to establish a student’s needs and familiarise myself with their subject and area they may be struggling with. Reviewing a student’s work before beginning tutoring helps me evaluate their needs before we begin working together.

How do you adapt your tutoring to the student’s needs?

The first few classes are important for me to establish a student’s needs and areas to support. I then tailor our lessons depending on how much structure and or freedom a student needs during our classes and establish praise that keeps them focused and motivated.

What types of materials do you typically use during a tutoring session?

I make full use of Lesson Space’s tools, such as screen sharing and live editing features. Supplementing the class with audio or videos helps diversify the teaching materials depending on their learning style. Students can also send my the assignments or essays ahead of the class, enabling me to provide feedback and edit in real-time with the student during our lesson.

Teaching Skills

Subject Skill Level
Creativity, Action, and Service (CAS)
Extended Essay ​(EE)
Geography HL
Geography SL
Language A: Literature And Language HL
Language A: Literature And Language SL
Language A: Literature HL
Language A: Literature SL
Theory of Knowledge​ (TOK)
“Jumping from failure to failure with undiminished enthusiasm is the big secret to success” - Savas Dimopoulos

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