Teacher of IB English language and Literature, Language A: Literature and English B in Both Levels SL/HL, Holds Masters of Art in Educational Leadership with 20+ Years of Teaching Experience.
A passionate educator. I prepare students for IB exams in English A: language and literature. I also prepare students for English B. I conduct Internal Assessments in both subjects and prepare the required reports for the IB. Additionally, I am an Extended Essay Supervisor in both Group 1 and Group 2. I enjoy fitness activities, singing and playing the guitar when I am not working.
2012-Present @ ÉCOLE OASIS INTERNATIONALE – CAIRO, EGYPT
Teacher of IB DP English and Subject Curriculum Coordinator
Teacher of English A and English B in the IBDP Program, prepare students for internal and external assessments in the IBDP program, supervise Extended Essays, mentor students and teachers, Character building, student guidance as a homeroom teacher, and provide university counseling and recommendations.
2010-2012 @ GREEN HILLS ACADEMY – KIGALI, RWANDA
Teacher of IB DP and IGCSE English
2001-2010 @ ST. MARY'S SCHOOL, NAIROBI – KENYA
Teacher of English
2009-2010 @ ST. MARY'S SCHOOL, NAIROBI – KENYA
Director of Model United Nations Program
1989-2001 @ LORETO GIRLS' SCHOOL, LIMURU – KENYA
Teacher of English
1997-2001 @ LORETO GIRLS' SCHOOL, LIMURU – KENYA
Head of Computer Studies & Head of Library
University of Roehampton - UK, London
Masters of Arts in Educational Leadership
Kenyatta University - Nairobi, Kenya
Bachelor of Education (Arts) in English and Literature
I am a strong believer in holistic education. This is easily achieved in an environment where a student-centered approach to teaching is used. My strategy often involves dividing the class into groups to which I assign portions of the classwork to research on and present. Presentations involve role-play, skits, recitals, debates, and panel discussions. Students also use various presentational and information-sharing web apps. This forces my students to adopt a more active orientation that highlights responsibility and accountability rather than being passive learners. I variously employ wall displays, power-point presentations, audio/visual recordings, pair work, and individual work in my teaching. Diplomatic communication and good rapport in and out of the classroom are encouraged throughout. The aim is to produce inquirers, to inspire critical thinking and problem-solving skills, which will remain relevant throughout life, for the overall success of all students.
I believe in dynamics in the classroom. In a positive learning atmosphere, students are free to discuss issues and explore misconceptions without feeling inadequate. This is in keeping with the IB learner profile that encourages learners to be risk-takers. Teacher-directed Student-centered learning is of utmost importance. I am not the fountain of knowledge, but a coach, facilitating learning while drawing out the best in each learner. The open forums I often hold allow the students to develop self-confidence while honing their communicative skills. In the process, I gain new perspectives on topics that are covered in class. I believe that the best teacher is the one who adopts the perspectives of a perpetual learner.
Differentiated instruction is paramount. I pay close attention to weak students, while at the same time acknowledging the superlative achievements of the top-tier lot. My planning takes into account the different aptitudes and levels of interest in the topics explored. This fosters harmony amongst learners of diverse abilities and backgrounds. Through values such as teamwork, leadership, and responsibility, my students get empowered with improved analytical, communicative, and cognitive skills. They develop sophistication as critical thinkers and the ability to present concise and well-supported arguments. They complement one another in an environment where the celebration of virtues such as tolerance, respect, and enthusiasm is enhanced. These virtues are aligned to the desirable qualities of an IB learner. It is always a joy to be able to reach each learner at their unique level.
My practices, I believe, contribute to cementing the family bond essential between all stakeholders in a learning environment.
Establish rapport with the student - understanding their interests beyond academics.
Find out what the student would like most from the tutoring sessions.
Conduct a brief evaluation to establish the focus of the upcoming sessions.
Engage the student in learner-centered learning activities so as to quickly identify their areas of need.
Leave plenty of time (15 minutes) at the end of the session for a recap.
Ask for feedback.
Mikayil from Azerbaijan
Ms. Angela is an amazing teacher, her approach is very effective and clear. From the first session, I could understand the things which I couldn’t understand within school lessons. Thank you very much!
Essa from Qatar
The best tutor I have had so far! Her model examples and ways of explanation are unparallel. Her comments allowed me to approach my writing more critically and convey my thoughts in a more organised fashion.
Faisal from Kuwait
Angela is excellent, I'm very happy with the progress we made.
Tia from the United Arab Emirates
She is the best English teacher I have come across. She has excellent vocabulary and is highly analytical. She has an in-depth understanding of all requirements of the IB.
Abdullah from Qatar
Ms. Angela helped me with my preparation for the individual oral for English. She helped me grasp the ideas behind the texts I chose and helped me with my script which made me understand them better and helped raise my confidence during the official examination.
Issam from Israel
Ms. Angela is a great teacher, she guided me through what exactly I have to do in order to improve my HL Essay and helped me think more deeply and analytical in my arguments
Larbi from Spain
Angela is a very amiable and helpful tutor. The way she explains her ideas and develops on my ideas is very nice. She significantly helped me to get a better grade on my English oral thanks to her multiple skills of language and her well thought analysis. I would highly recommend this tutor for anyone who has any type of English works.
Rachel from Hong Kong
The lesson is very helpful, and Angela is very friendly and dedicated. I definitely learned a lot from the class, and I would love to have more with her.
Maryam from Spain
I enjoyed and learned a lot in the class, and also found it very helpful!
'If you think education is expensive, try ignorance.' Derek Bok
S.M.A.R.T. Goals: why bother?
According to Zig Zigla, American author, salesman, and motivational speaker, ‘If you aim at nothing you will hit it every time.’ https://rediscoveryofme.com/quotes-zig-ziglar/.
IB education is designed to help you maximize your potential. It is challenging enough to stretch you without breaking you. But how do you make sure that you benefit the most from this rigorous and sometimes daunting program?
One sure way is by being clear about where you want to go in your academic journey and how to get there. To efficiently monitor and improve your performance in the IB program, you need to be clear on where you are going. It is therefore paramount that right from the start, you set SMART goals for the two-year period.
What are SMART goals?
S.M.A.R.T. goals are characterized by being Specific, Measurable, Achievable, Results-focused, and Time-bound.
Specific: means the goals should be articulated with simplicity and clarity. They are practical and express what you are going to do. They must explicitly outline the What, Why, and How of your S.M.A.R.T. goals.
Measurable: simply means that on reaching your desired target, you should be able to quantify your achievement using tangible evidence.
Achievable: suggests that goals should be expressed in a feasible manner: if they are unattainable, instead of challenging you to higher standards, they might discourage your efforts. To achieve your goals, you will need to develop the relevant knowledge, skills, and aptitudes. This is best accomplished through meticulous planning of each step and establishing a realistic timeframe within which you can carry out those steps. Breaking your goals into small manageable steps allows you to achieve what may have seemed impossible when you started. Many students set unmanageable goals and soon get demoralized: keep them reachable if you wish to remain inspired.
Results-focused: Results need to be visible. What will success look like when you have finally achieved it? Can you describe it? You need tangible evidence of your achievement.
Time-bound: Specific timeframes create a practical sense of urgency. Only when you experience the disparity between your existing situation and your desired dream will you be spurred into action.
When you set S.M.A.R.T. goals, they drive you to attain your personal dreams, which translates into academic achievement. The goals also permit accountability between teachers and students so that all parties involved are of one mind in preparing for formative and summative evaluations.
Below are some questions to ask as you generate your S.M.A.R.T. goals. Be precise in writing each goal. Then respond to the related questions. Review your goal for sharper focus.
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After articulating your goal for a specific subject or topic, proceed by asking the following questions:
1. Specific. What is the desired achievement? How and why will it be accomplished? You need a good reason to follow through the process.
2. Measurable. How will you ascertain your level of success? What specific indicators will you use?
3. Achievable. Are you likely to accomplish what you set out to achieve? Do you know other individuals who have done it successfully? Are there specific competencies, talents, and supplies you need to help you along? Does the objective stretch without breaking you?
4. Results-focused. What is your motivation for accomplishing the goal? What value or advantage does it give you? What is the outcome of the goal?
5. Time-bound. Have you set up a time-frame by which you should accomplish your plans?
If you set SMART educational goals right from the start of your academic journey, you are likely to reach your potential. Start today by evaluating the skills, competencies and qualities that you should possess upon completion of your IB Diploma course. Then come up with small manageable steps you will make consistently to achieve your objectives.
Maintain a growth mindset and stay motivated: this will keep you resilient and optimistic when failure, obstacles, anxieties and doubts come your way. Celebrate yourself regularly! Even the smallest step along the way is evidence of steady and continuous development, which brings you closer to your goal.
Work smart; play hard!
As you diligently and consistently strive to accomplish your goals, set time aside to relax. This helps you gain renewed focus, provides fresh perspectives and keeps you motivated. Be reflective, and practice self-care to maintain balance in your life. After all, the IB Learner Profile among other attributes, requires you to be both reflective and balanced!
As I close, I would like to share one of my favourite quotations by Tony Robbins, the famous American author, coach, speaker, and philanthropist who said, ‘Setting goals is the first step in turning the invisible into the visible…’ https://www.tonyrobbins.com/tony-robbins-quotes/#. Good luck in your journey!
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