Whether you are choosing a language tutor for a child, for an adult or for a group, there are several considerations that you may want to bear in mind when it comes to finding the right person for you. Here are some ideas for you if you are looking for someone to tutor a student under the age of 18:
1. Be timely. If your student is finding the subject hard at school then consider getting a short burst of tuition as soon as possible, to get them back on the right track. Please do not leave it until just a few weeks before the exams and expect the tutor to unpick years of misunderstandings and lack of confidence.
2. Ask for their DBS check. It is not compulsory for someone to have a DBS check in order to tutor, but it is definitely good practice to do so.
3. Consider carefully whether you would be better to have tuition at your home or at the tutor’s premises. Some students work better in unfamiliar surroundings, away from familiar distractions – others do better when they feel comfortable. Do note that most professional tutors will be unwilling to be left alone with a child in the child’s own home due to safeguarding reasons.
4. Match your tutor to your needs. If you would like your 8-year-old to have a little booster then you may be fine with a University student. However, if your child has specific additional learning needs or is studying for an exam then it may be a good idea to pay extra for someone with relevant experience!
5. The GCSE curriculum and exam methods have changed in the last two years – so University students DID NOT sit the same exam that your child will be taking. If you need to be boosting grades then ask your tutor questions about how they have kept their knowledge of the curriculum up-to-date.
6. Have reasonable expectations of what you will be paying. Remember that the minimum wage for someone aged 21 or over will be £12.71 per hour from April 2026. So, if you are expecting to pay just £10 per hour you can only legally employ those aged 20 or under! With a good tutor you are not just paying for the one hour of the class, but also for the time they spend planning and marking homework. It can take quite some time to plan a student-specific scheme of work to boost that particular student’s grades in the time available. As a rough guide, prepare for the cost of the tutor to be similar to the cost of a 1:1 session with a physiotherapist or personal trainer at the gym.
7. If your tutor is just going over the same material that was covered in school, using the same books and worksheets, then it is time for another tutor. They should be adding value by bringing different/more resources. Not that you
necessarily want lots of different explanations (that’s confusing) but a range of new exercises and challenges will really help to consolidate the information.
8. Personality. Ensuring that your child gets on well with the tutor and will work nicely for them is a key element. Sometimes two people just don’t get on well, without it being anyone’s fault – so be prepared to review the situation after two or three classes to make sure that both sides are happy.
Teri Fleetwood has been providing French and German tutoring for 20 years. Her students consistently exceed expectations at GCSE and A Level through a careful mixture of topic and grammar work as well as a keen attention to exam technique.
“My teacher gave us a list of questions and told us that we should prompt (insert choice of AI here) to give us some good answers for us to learn. Should I be doing that for German too?”
Pretty shocking, isn’t it.
This was the start of a conversation with one of my independent candidates during their lesson this week. They are studying one European language at school, and German with me.
It probably won’t come as much of a surprise to learn that I was not in favour of this idea, either for German or for the language this student is learning at school. Is it cheating? Frankly, yes! However, that is not the only reason that I advised against this course of action. This is a talented student who will be taking GCSE German (their third or fourth language) early (ie they are not yet in Year 11). Put simply, I don’t want them to deliver pre-scripted robotic-sounding answers and DROP marks that they are capable of earning for themselves, using their own hard work. Will they make some mistakes? Quite probably. But the grade they receive will be a result of their own hard work and will be something they can be proud of.
Is it possible to train your AI well enough that it starts to sound like you (or you start to sound like it), delivers colloquial language predominantly using the GCSE vocabulary list, gives answers tailored to your exam board, and scores well? Maybe. Is it possible for a student age 13-16 to do this well? Much more tricky. Will such an attempt either end up sounding like they have cheated (which they have) or make no sense at all to a “real” speaker of the language? Well, I guess we will see in the next couple of years if this school and others continue to make such suggestions….
Naturally, the school will remain unnamed. Bearing in mind the wide geographical area I cover when teaching online, if it sounds familiar, then you may like to wonder just how widespread this is.
It is often recommended that exam students try to include some idioms in their writing, to show that they have a good knowledge of the language they are learning. While this can be useful, it is a tip that should be used with caution as idioms, by their very nature, don’t translate directly, and so it is very easy to use them incorrectly, or to misunderstand when they would be appropriate.
Following on from the sausage-related German idioms found in our October blog, here are some French ones, all related to food.
1. Ça ne mange pas de pain. Direct translation: That does not eat any bread. Meaning: It doesn’t cost anything.
2. Garder une poire pour la soif. Direct translation: To keep a pear for the thirst. Meaning: To keep something back for a rainy day.
3. Je m’occupe de ma pomme. Direct translation: I take care of my apple. Meaning: I’m looking after number one (i.e. myself).
4. On ne peut pas avoir le beurre et l’argent du beurre. Direct translation: You cannot have the butter and the money for the butter. (Presumably to do with farmer’s wives making butter for the family to eat, or to sell for extra money). Meaning: You can’t have your cake and eat it.
5. N’en fait pas tout un fromage. Direct translation: Do not make a whole cheese out of it. Meaning: Don’t make such a fuss.
I hope you can have some fun with these. Which English idioms do you think would be the hardest to explain for the non-native speaker?
If you are anything like me, then the term “learning vocabulary” may bring back memories of school. A list of words that you absolutely have to learn in time for a test – knowing that a poor mark means a retest, or maybe a detention. Or maybe your school simply didn’t do vocabulary tests (a common situation these days) and so you didn’t learn your new words, which may have had a noticeable effect on your learning outcomes. Sadly, there is no denying that learning words is an essential part of learning a language, so here is Part 2 on “Tips for learning vocabulary”.
If you always have to use a dictionary (whether online or paper) every time you want to say something, then it is no wonder that so many people use translation software. It may be no surprise that I am limited in my enthusiasm for such software – besides the sometimes hilarious errors it can make, I also find that it is often used as a solution rather than a tool, and that it limits a student’s ability to recognise links between words and to work out which option they need when there are several choices.
So, besides learning for yourself and reducing reliance on technology, what other tips can I offer on learning vocabulary?
Make a vocabulary book. I mentioned it last month, but if you don’t make a note of the new word, you won’t remember the new word or think to try and learn it. A simple small notebook will do, preferably divided into topics so that all clothes are in one area, food in another, rather than one long muddled list. Keep it to hand. If you make notes on your phone, do remember to transfer them to the book.
Learn the genders of the words at the same time as you learn the word itself. If a language uses gender for words like “table” then that will have an effect on other words later on, such as adjective endings. The photo attached shows a beautiful picture made by one of my adult students to help her remember the words and genders of parts of the body. Each body part has been coloured in a way to show the gender of the word (pink for feminine, blue for masculine). This way when she thinks of the word, she can picture the image and see whether it was a pink word or a blue one.
Practice with a friend. If you know someone else learning the same language, or have someone helpful in your circle, then why not make a game and test each other? Who can score the highest?
Test yourself regularly. Even if you don’t have a teacher to mark them, set yourself tests and practise regularly. Maybe try a mind-map or a “word splurge”. Write a key word in the middle of your piece of paper (e.g. clothes) then write every word you can think of on that topic. A mind-map would link them together, a “word splurge” is just that – a bunch of words with no obvious structure to the arrangement.
Tips #5? – This one’s a cheat, but try reading last month’s blog for more ideas!
I hope these tips for learning vocabulary are helpful. We all have our own way of learning, so try out a few different ideas and see what works best for you.
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