Our teaching philosophy
At Hampstead Academy, we recognize the importance of keeping abreast of current developments in educational theory and practice.
We take aspects of our ethos from Vykgotsky, an educational theorist. He proposed a zone of “proximal development” between that which the student can do alone, and that which is impossible for the student. Our tutors guide their student to enable them to reach beyond their current capabilities. |
The key to successful tutoring is to change the emphasis from teaching to learning. Teaching cannot be reduced to speaking and learning cannot be reduced to listening. By embracing this shift in focus, we are able to deploy innovative and collaborative learning techniques which place the actions of the student at the heart of their progression. Critical enquiry allows our students to engage with information and skills in the present, and by having to actively ‘use’ it, this is transferred into their long-term understanding and memory.
The meticulous convergence of short, medium and long-term planning is a foundational tenet of our tutor training programme. Tutors must be able to plan in the short-term, delivering focused, student-specific, engaging and motivating lessons to pupils; in the medium-term, linking together a series of lessons into a cohesive structure; and in the long-term, ensuring the progress of a student over months and years. |
Meta-cognitive learning is an important aspect of our approach at Hampstead Academy. A student who is spoon-fed information may perform exceptionally in an examination, but this is not a sustainable measure of progress. We believe it is vital that a student not only learns, but learns how they learn – in other words, that they become aware of the techniques that best help them to make sense of new information and skills. Our tutors are well versed in a range of learning and revision methods – from silent debates to mind maps, from classic notation to flash-cards and auditory stimuli. We do not force our methods on our students, but offer them in turn and allow them to select that which works best for them, so that their learning and progression can continue independently of one-on-one tuition.
Many students will come to us with some form of ‘learning disability’. We understand that ‘learning disabilities’ do not preclude a student from reaching the highest levels of attainment, and that these cases require an adjustment of tutoring style rather than a misguided admittance that the student will underperform. Our tutors are well-trained in how to respond to and adapt their teaching for a wide range of scenarios, including students with ADHD, dyslexia, dyspraxia, dyscalculia, and visual or auditory impairment. Every student has the ability to succeed if they are taught in a way that meets their needs, engages them, and allows them to learn.
Many students will come to us with some form of ‘learning disability’. We understand that ‘learning disabilities’ do not preclude a student from reaching the highest levels of attainment, and that these cases require an adjustment of tutoring style rather than a misguided admittance that the student will underperform. Our tutors are well-trained in how to respond to and adapt their teaching for a wide range of scenarios, including students with ADHD, dyslexia, dyspraxia, dyscalculia, and visual or auditory impairment. Every student has the ability to succeed if they are taught in a way that meets their needs, engages them, and allows them to learn.