No strings. 

But it is proving so hard!

So, I thought if I recorded the introduction people would know what it was about and might be more tempted to take a copy.

So, please if you are thinking about becoming a tutor or growing your tutoring business and you think this might be of help, please do go to the link below and I will get one in the post for you as soon as possible:

Become a tutor - Free copy of my book

The response was a unanimous "no!"

Yet it seemed bizarre that people would rather work in isolation rather than build something stronger if we worked as a team. 

For them "team" meant competition.

But I am sure that if we work together our businesses will grow and strengthen as a consequence which in turn will lead to better profits (which at the end of the day is why most of us are in business...)

That is also why I am turning towards supporting people grow their tutoring businesses so that they can be a part of a team, a part of something bigger.

If you would like to know the different ways we can help, may be starting with a copy of my free book: Become a tutor - Free copy of my book

or something more click here to find out how I can help: Become a tutor

We can listen to everything, but if it doesn't work for us sometimes it's best not to hear it.

But what I have learned is that sometimes those who charge the most and offer the biggest promises actually provide the least. 

In this podcast I'll talk you through some of the experiences I've had over the years - the good, the bad, and the ugly.

I also mention that if you would like me to pop a copy of my book in the post for you (completely free, no ties) I am more than happy to. It's the steps I wish I had been given when I was starting out as a tutor. If wanted, or if you have any other questions, please do ask: info@clarajamestutoring.co.uk

If you do enjoy these episodes and you find them helpful, it would mean the world if you subscribed.

Good luck on your journey into tutoring 

In a Facebook group that I am a part of about tutoring, someone recently asked why were people looking for help from their competition?

That seemed like a bizarre concept that we were competition as there are so many people looking for support in so many areas that we couldn’t possibly support everyone that needed it alone.

We all also have different approaches to tutoring, so although I may offer “this”, it could be that families are looking for “that”, like you do it.

Parents aren’t looking for ‘a tutor’. They’re looking for the right tutor for their child.

But surely, the only way we can continue to improve and offer something better is by seeking help and advice and surely the best people to gain that from are often those who are slightly further along the journey than we are. 

Often, the children themselves are some of our greatest teachers.

They are the ones experiencing the education system every day, and their reactions, frustrations, and successes teach us a huge amount about how learning really works in practice.

Wherever you are finding inspiration and help from, can I suggest that you never stop learning and looking to grow and improve.

My late mum was one of the most intelligent people I’ve ever known.

Not because of qualifications, but because she never stopped learning.

She was constantly reading, listening, watching documentaries, and exploring ideas about people and the world around her.

Curiosity never left her.

Wherever you are in your tutoring journey, I genuinely believe we grow faster when we are willing to learn from others rather than trying to do everything alone.

None of us know everything.

The important thing is staying open to learning, reflecting, and improving.

It’s one of the reasons I’m so passionate about building supportive spaces for tutors who are starting or growing their journey.

If you are looking for support, guidance, or simply someone to walk alongside you as you build your tutoring business, feel free to get in touch. I’d love to help if I can.

 Become a tutor

In this episode, I walk you through a real day in my life as a tutor and what I do, how I structure my time, and what the role truly involves beyond the act of tutoring itself. 

It's not glamours or a jet set lifestyle but I have to be honest and I say that I wouldn't change it.

When the time is right, if you would like help building your own tutoring business, here are some ways that I can help: Become a tutor

This past weekend the weather has been incredible (by the usual standards of the UK in April). The sun was shining and many of the neighbours were having BBQs. 

How is this relevant to tutoring?

Tutoring will generally take place during the hours when the children are not in school; evenings and weekends which can be great because it removes the need for childcare if your partner/the other parent is home, but it also means that week after week you miss out.

I admit that there are significantly more children being home schooled now and looking for support in the school day, but it may not be enough to provide a suitable income.

There are multiple adverts on social media claiming that you can tutor from anywhere in the world working the hours to suit you, but that is not what my journey has revealed. 

Tutoring, like any business you start will be dependent on an element of love because it will become a big part of your life.

Don’t get me wrong, to a degree to can be flexible, for example if it is your child’s parent’s evening next week and it co-insides with a lesson you might be able to ask to start 30 minutes earlier or later, or switch to a different day so that you don’t miss it. 

But… if you are due to start a lesson in half an hour and someone suggests that you put the BBQ on and enjoy the sunshine more often than not you will likely find yourself declining.

And that’s the reality.

But it’s also worth remembering what you gain in return.

You’re building something of your own.
 You’re supporting children in a meaningful way.
 You’re creating a business that can grow and evolve over time.

You’ll meet incredible people.

Experience pride in what you have achieved.

Experience gratitude and appreciation for what you do that you know is honest and genuine.

Because you will see how you are changing lives.

And for many people, that trade-off becomes more than worthwhile.

If you’re reading this and still thinking tutoring might be something you’d like to explore, but you’re not quite sure what it really looks like day-to-day…

that’s exactly what I’m starting to share more of at the moment.

I’m currently building out the Clara James franchise, which is designed to support people who want to start tutoring in a way that’s realistic, sustainable, and actually works.

If you’re curious, feel free to get in touch — I’m always happy to have a chat.

(or discover other ways we can help: Become a tutor

After 14 years of building the business and employing a wide variety of people, my attitude has changed.

These days I would suggest the main attributes are in the ability to build a relationship, to be approachable and adaptable. 

Qualifications are great, but that is only half of the story.

If you are considering becoming a tutor and thinking about exploring it further, I’ve put together some guidance to help you get started  Become a tutor

I was asked to offer some advice to someone who’s tutoring business had started to “fizzle out”. 

My main 3 things I would have said (had he have shown up) would be: start by being helpful. Don’t just promote yourself in a “salesy way” give a simple tip that the parent can use to support their child, or a revision tip that a child can use. Your instinct might be to ask why you would give when your bank account is screaming at you that it needs to receive, but the thing is that this builds likeability and trust. It shows that you care and you are not just looking for quick and easy money, which sadly tutoring is something often regarded as.

My second suggestion I would make would be “Tutoring for charity”. I did this not long after I started tutoring. I had some spare hours during the holidays and felt I should be doing something productive. So, I found a room for free and offered to provide an hour’s tutoring, but instead of payment asked that they make a donation to one of my chosen charities. I think I made about £50, it was hardly life changing; however, it got a mention in the local paper and the local radio. And people who hadn’t been able to make it to those sessions got in touch and asked if I was able to help their child on an ongoing basis.

My third suggestion would be – keep going, keep showing up. Even if it seems like hard work, keep going because the reward will one day be worth every single tear, every time it is suggested that you get a proper job, every single sleepless night.

Good luck.

Wherever you are on your journey to build a tutoring business, if you would like support, please do ask: Become a tutor

That was the beginning of the journey. There have been too many highs and lows over the years to talk about them all but with commitment (and an awful lot of learning and mistakes) along the way, I have now built a business I am hugely proud of.

 If you’re listen to this and thinking you might like to try tutoring… I’ve put together a page with some guidance to help you get started: Become a tutor

That's a confident statement, but the reason I say that is because initially people will be oblivious of what you are doing. It will take time for people to remember your details. So, use this initial period to start to grow awareness of your new business.

In this podcast I also mention the type of posts that I would recommend posting to help people to get to know you, trust you and recognise that you are genuinely here to help. 

I've started to compile a page where, no matter where you are in your tutoring journey: thinking of starting, initial growth or something bigger, I can be there to help you: Clara James Tutoring

Any questions at all, please do ask, I will always do my best to help

I'll be honest, I didn't raise much, maybe £50 or £60, but because it was for charity it meant that the local newspaper and radio station interviewed me about it, I was able to mention it in local Facebook groups, etc. And what it did was raise my credibility in the local area.

It won't work for everyone, but as always I hope this idea gives you food for thought. 

May be one day I will do the same and offer those looking to become a tutor an hour of support, ideas and guidance to help them to get started. Is that something people would be interested in?

He mentioned that many of the families he works with have started asking if he offers support in other subjects. As a result, he’s begun exploring the idea of bringing in additional tutors — including some based overseas — to help meet that demand.

On the surface, it sounds like a sensible next step.

More subjects.
 More tutors.
 More opportunities.

But it immediately took me back to something I experienced early on.

A lesson I learned the hard way

Years ago, I recommended a tutor to support my son with A-level Economics.

This was someone I had suggested to other families — someone I trusted.

When he arrived, he came with a pen… and nothing else.

He sat down and asked, “What would you like to cover?”

My son explained that he had missed that particular lesson at school and didn’t understand the topic.

The tutor responded, “You must know something.”

And for almost the entire hour, they went round in circles.

As a parent, I was frustrated.
 I had paid for support, and my son was no further forward.

But as someone building a tutoring business, I felt something else entirely.

Horror.

Because I had recommended him.

Your reputation is built through others

That experience stayed with me.

It made me realise that when you bring someone into your business — whether directly or by recommendation — they represent you.

Your values.
 Your standards.
 Your ethos.

And the further removed you are from that person, the harder it becomes to ensure those standards are upheld.

When you’re not in the room… you don’t always know what’s happening.

It also highlighted another mistake I made early on.

Trying to support everything.

Every subject.
 Every need.
 Every request.

At the time, it felt like the right thing to do — to help as many people as possible.

But in reality, it diluted what I was known for.

When you specialise, people understand:

• what you do
• who you help
• why you’re good at it

When you don’t, it becomes much harder to build a clear, trusted reputation.

You risk becoming a “Jack of all trades” — and that makes it harder for families to feel confident in choosing you.

What parents are really looking for

Parents aren’t looking for what’s easiest for the tutor.

They are looking for what is best for their child.

They want:

• someone who understands the curriculum
• someone who is prepared
• someone who can build confidence
• someone who genuinely knows how to support their child

And most importantly — they want consistency.

Why this matters now

This is one of the reasons I place so much importance on:

• building strong relationships with the tutors I work with
• staying connected
• maintaining clear expectations and standards

It’s also one of the key reasons I am taking my time in developing the Clara James franchise.

Growth is important.

But not at the expense of quality.

The goal isn’t to grow quickly.
 The goal is to grow well.

To build something where:

• standards are consistent
• values are shared
• and every child receives the level of support they deserve

A final thought

If you are growing your tutoring business, it’s worth asking yourself:

What do you want to be known for?

Because your reputation isn’t just built on what you do.

It’s built on everything connected to your name.

And that is something worth protecting.

Have a great week

I think we need to listen to everyone, but only hear what will be of relevance to our business. Think about who we are wanting to talk to; the parent and use that as your north star.

I hope this is of help as you get started on your journey as a tutor or growing the tutoring business that you have already started

Good luck, there are many children out there that need a great tutor like you.

The Clara James Tutor's Group

Then we went into lockdown.

I had 2 choices, either let the business, that I had spent the past 8 years working hard to build go, or adapt and embrace online lessons and try something new.

Really there wasn't a choice, and now we can offer online and in person lessons and it works. We can still put the child's needs at the centre of the lesson, we can still be creative with the content (just in a different way) and we can still make a huge difference to the children that we work with.

Is the answer better resources, more qualifications, a new expensive marketing strategy?

Often the answer is no, what they actually need to do is to focus on their story.

 “I always thought my oldest daughter might be mildly dyslexic. After a training course I did the tutor suggested I had a word with her school. I plucked up the courage and approached them, and their response was that dyslexia is just an excuse for laziness! I didn’t have the confidence to fight my corner, so over the coming years I started to learn as much as I could about dyslexia and different learning styles so that I could help her myself, I also thought it would complement the degree I was doing at the time.”

This is how my story often starts. I didn’t begin to tell it because it seemed like a good marketing strategy, I told it because it gave me something I could say when parents got in touch looking for help. It was something I could speak about with the hope that it would justify my approach to tutoring.

I’ve realised though over the past 14 years since I started the business it gives parents the opportunity to get to know me. It shows that I can empathise with what they are often going through. The frustration of not being heard. But also, the realisation that we won’t just be mimicking what they are doing at school, instead we will do our best to make it fun, interactive and work with the needs of their child.

 When you are talking to people you don’t want to parrot it off like a well-rehearsed script and you don’t want to change your story or reinvent yourself, instead just tell the part which is relevant to the person you are talking to in that moment.

I think most parents liked my logic, my reasoning. I was speaking to them as someone who didn’t claim to be a whizz at English or a mathematical genius, but instead someone who understood them and how we learn. Someone who would take the time to get to know their child and to work with them as an individual.

Telling my story started as a gap filler when I didn’t know what to say, but actually it has become more than that. It is an opportunity to explain your values and to explain your beliefs about education. 

Please never dilute or change your story to please people, be honest and open. There may be many other tutors out there but not one of them can tell your story and present tutoring in a way that your beliefs have created your style.

If you’re building a tutoring business, ask yourself what do you stand for? What kind of learners do you care most about? What part of your journey has shaped your approach?

Over the years, telling my story has shaped not just my tutoring, but the way I support other tutors to. This year I made the decision to find the confidence to redevelop our tutoring franchise. As I go, I am writing a blog and telling our story each step of the way. If you want to follow along you will find the link here: Become a Tutor

Read the full article here: Use your story to grow your tutoring business

Simple.

I followed the directions and pulled up outside this large house. A lady came marching out and asked what I wanted.

I explained that I was there to see her daughter. I was the tutor, Dawn.
She told me I had the wrong house and I apologized profusely, as she clearly wasn’t impressed that I was there.

I was already a bag of nerves. Now I just wanted to cry. I wasn’t sure that I wanted to tutor anyway. What if I wasn’t good enough? What if they shouted at me for not delivering what they wanted? What if…?

As I pulled out of their drive, I noticed a small cottage tucked away behind some trees. That must be it.

Should I knock or just drive home and forget the whole stupid idea.

I got out of the car. Grabbed my bags from the boot, put a smile on my face and knocked.

I often wonder where I would be if I’d just driven home.

Instead, for 14 years I have been working at being the best tutor I can be. I know I’ve improved in some ways but there are other things that I used to do that I know longer do (personalising every single playing card for every single student, spending 4+ hours preparing a lesson into the early hours of the morning because I thought that if I created a board game on the computer it would be taking short cuts and I wanted to provide the best support that I could and if I was taking short cuts, surely there were things I should be doing better…?

(I have strange conversations with myself at times).

14 years trying to perfect the craft, now the goal is to take it all out of my brain and create hard copies of the systems so that they can be shared. For the 14th year of the business, I am hoping to celebrate with the rebirthing of the franchise.

We changed the name from Starr Tutoring to Clara James in 2019 to start the franchise process, but I didn't have the confidence then to push through. A lot has changed since then and this seems right.

When I look back over the past 14-years and consider how the business has grown it’s incredible. I am so proud, but more importantly, I must give so much credit to the amazing tutors I have working with me. Hand on heart, I can honestly say I have loved just about every second of it.

Thank you to everyone who has been there on the journey with me.

info@clarajamestutoring.co.uk
#clarajamestutoring
#14thbirthday
#buildingthetutoringfranchise

There are often adverts popping up on social media explaining how you can tutor from anywhere in the world and make thousands of pounds in the process, but to be honest I would treat promises like these with caution. My story, my experience, is very different.

What does a “full-time income” actually mean to you?

Everyone’s idea of a full-time income is different.

You might be coming from a senior corporate role with a high six-figure salary, or you might be looking to replace a more average wage. Understanding what you’re trying to replace is important, because it will shape your expectations around time, growth, and reality.

It may also affect how much you’re able (or willing) to invest financially in the early stages, particularly when it comes to promoting your services and building awareness.

When I started tutoring, I had just moved into a part-time job. I worked out that I only needed ten regular students to be able to leave that role and focus fully on tutoring. I achieved that in under six months with very little marketing (largely because, at the time, I didn’t really know how to market). Instead, my reputation grew quickly through word of mouth and my beliefs about how children learn.

Within eighteen months, I had more work than I could manage alone and needed to bring in additional tutors. That pattern has continued fairly consistently since.

So, the answer is yes...but... there are contributing factors such as how hard are you willing to work, how many hours are you willing to put in? What is the full-time income you are trying to replace?

In this episode I talk from my experience of building Clara James Tutoring over the past 14 years. It has taken hard work, there have been real highs and incredible lows, but has it been worth it? Yes, most definitely.

These are very much like solving normal equations except there may be an extra step or two.

Imagine we are given the equation 3x+2 = 6x-4

The way that dad explained this to me (and made instant sense) was to imagine a set of scales that I need to keep balanced.

Place everything to the left of the equals sign into the left-hand side of the scales and everything to the right into the right-hand side.

Our goal is to have just the x’s in one side and the numbers in the other.

Right now, I have x’s in both sides so I’m going to remove the 3x from the left-hand side.

This has made the right-hand side heavier, so I need to remove 3x from there as well.

This has left me with 2 on the left, and 3x-4 on the right.

2=3x-4

I have -4 on the right which I don’t want as that side is going to contain just x’s.

So, if I add 4 to the right it will remove the -4. (-4+4=0)

Again, to keep both sides of the scales balanced I will need to add 4 to the left-hand side as well.

6=3x

I have now worked my way down to a fairly simple, 1 step equation.

3x something =6

6÷3=2

So, x=2

I can double check that by substituting it back into the original equation to make sure it works.

3x2+2 = 6+2=8

6x2-4=12-4=8

Both sides equal 8, so, we’re right.

I’ll give you a second example

4x+3  = 3x-6

  5

This one looks slightly harder. With the 5 underneath the 4x+3 it means that is all being divided by 5.

To get rid of a divide by 5 I have to do the opposite so I will multiply both sides by 5 to keep them balanced. (If I just multiply the left-hand side, it will instantly become heavier – both sides need to be treated the same).

4x+3 = 5(3x-6)

5(3x-6) simply means I have 5 lots of everything inside the brackets.

My next step will be to expand the brackets:

5 times 3x= 15x

5 times -6 = -30

So now my scales will read:

4x+3 =15x-30 

We’ll keep the x’s in the right-hand side as we have more in there to get us started.

So, step one will be to take the 4x from the left-hand side, and then also remove 4x from the right.

This leaves me with 3=11x-30

I next need to remove the -30 from the right-hand side so that I only have x’s on that side. To do this I will counteract -30 by adding 30 in.

To keep the scales balanced I will add 30 to the left as well.

I now have 33=11x

I am now back to a 1-step equation.

11x? = 33

My x (which is simply a question mark or “what” or “something” is now 3, because 11x3=33)

Therefore, x=3.

Once again if I check:

4x+3  =  4x3+3 = 12+3 = 15  = 3

  5             5               5        5

3x-6 = 3x3 -6 =9-6=3

 I hope this makes sense any questions, please do ask

(I will add this alongside a worksheet and other resources to help you to revise in the membership group. You can find the details here: The Clara James Approach

Would I change the decision to become a tutor? No.

However, are there aspects of tutoring I would love to change? Yes.

When I started to write this, I thought I would struggle to think of anything, but actually… once I got started, it got a whole lot easier!

These were the 3 I decided would make the final cut.

At the end of the podcast I mention my "Start tutoring with confidence pack" which you can download for free here: The Clara James Tutor's Group (I hope you find it helpful)

https://theclarajamesapproach.co.uk/why-does-my-child-hate-reading

Listen on.

In this podcast we will look at how we learn. How by using a variety of resources we are helping our children to create multiple memories in their minds making it easier to recall the information when it is needed. 

We will then explore tips for learning each of the times tables before finally looking at 3 games that I often use in our lessons to assist with recall, repetition, and fun.

I created a free e-book to expand on this further, you can download it here if you are interested: https://theclarajamesapproach.co.uk/times-tables-ebook

I also mention our membership group: The Clara James Approach. You can find more details about that here: https://theclarajamesapproach.co.uk/cja-info-page

If you have any questions at all, please do get in touch. 

I hope this podcast helps 

If we give our children something to do to help them learn something, we help them to create a memory. For a younger child this might be flash cards to help them recognise the basic words that can then be built upon to help them to learn to read.

Older children might give them a worksheet, in doing so we have helped them to create a memory in their brain where they recall that piece of information.

(I’ve used those examples to show how this is relevant to all students).

We then play with the flashcards with them again or give them another worksheet. In doing so we help to reinforce that memory.

Yet, when they are sat in the classroom and the teacher asks them a question, or they are in a test and their brain goes into a state of panic, trying to find the information that they need, no longer thinking rationally, the chance of it picking up on that one memory is limited.

Yet, if we give them a second activity to do to help them to learn, it will support them in creating a second place in the brain where they can find this information. So, instead of using the flashcards we might write those same words onto Jenga bricks so that as you take one from the tower you must read it before replacing the brick onto the top of the tower for the other person to have a go. Or create a pairs game where you match the words to a picture, or a word to a word. You might play bingo or draw images of the words and write the word next to it. You might make the words out of magnetic letters or scrabble letters. You might write them in the sandpit or with water on the side of the building.

For the student learning non-linear simultaneous equations, you might ask them to create a poster using large bright colours explaining to their peers how you would solve these problems. Or you might create a board game where you need to answer the questions as you go. Code breakers offer another alternative.

The goal is to make the activities as interactive as possible. Use colours, ideally a minimum of 5 as this helps to open different neuro pathways.

 This approach also aims to help make learning enjoyable. If the child is relaxed, they are more likely to take on the information that they are given rather than focusing on the desire not to be doing this.

If they are enjoying themselves, they will be more likely to want to participate and with participation comes practice. With practice comes ability, then confidence. It becomes a positive spiral of success.

I learned this over 20 years ago now on a course I was doing concerning supporting dyslexic learners. 

Additionally, I started learning as much as I could about different learning styles as I wondered whether my oldest daughter might be mildly dyslexic, yet the school dismissed the idea as ‘dyslexia is just an excuse for laziness’. I didn’t agree and set about to learn what I could to help her myself.

Since we set up Clara James Tutoring in 2012 this approach has been at the forefront of everything we do. Recognising how we learn is paramount in supporting children with their education.

Children are not clones; they do not fit a mould. I appreciate that in a classroom setting of 30+ children this approach is less practical. However, when we are privileged enough to work with our own children, or one-to-one, or with a small group of children, this works.

It helps to build confidence as well as knowledge and gives them the feeling that they can do this and if they can do this, maybe we can have a go at the next thing, and maybe, just maybe the next, and the we can keep going and maybe one day we can achieve our dreams.

Making the decision to support your child’s education at home is a huge decision but at the same time you know in your heart-of-hearts that it is the right decision, especially when your child isn’t fitting into the mainstream educational system for whatever reason: anxiety, neurodiversity, bullying, to name but a few.

Alongside the perceived added workload there is the emotional commitment. Will it work being parent and teacher? Will you be good enough? Can you make this work?

With so many parents deciding that the best option is to support their child at home, there is an increasing amount of support to ensure that you are given every opportunity to make it a success, whether that be for the rest of their years in education or until you are able to find an appropriate school for their needs.

In the podcast I mention the Clara James Approach, if you are interested and would like more details, click here: 

https://theclarajamesapproach.co.uk/cja-info-page

Things like playing noughts and crosses but using letters instead of the traditional symbols, completing mazes or dot-to-dots. Creating wordsearches for someone else to solve as having to concentrate on each individual letter will help to create it more neatly.

The overriding message is to start with a small target (such as a letter, word or sentence) and build up rather than starting with a huge paragraph and the concentration and skill fading off before the end.
I hope you find it helpful.

If you are interested in the membership group, you will find the details here: The Clara James Approach

But I think we all need someone in our lives who will explain things differently, in a way that makes sense to us rather than just the generic masses.

I hope this short podcast offers the reassurance you need if this is you

What are they?

Firstly, think about every lesson you do as if it was your own child, or the person you care most deeply about in the world. What would you offer them? What would you expect for them?

The second is, every day ask yourself what 1 thing can I do today to let more people know about my business? It can be something tiny like a post on social media or it might be something much bigger like creating a workshop.

I hope you find this short podcast useful. If you want more ideas/support in growing your tutoring business find us on LinkedIn at (33) Dawn Strachan | LinkedIn or The Clara James Tutor's Group

Not because the teacher is wrong, but because we all have different life experiences and understanding we will all perceive things and understand things differently. Sometimes we just need someone to explain something in a way that makes sense to us.

A lot of parents live in fear that if they attempt to explain something to their child, it will confuse them. But sometimes we need things presented in a different way for them to become relevant and make sense to us.

I remember as a child sitting in a GCSE maths class and the teacher was explaining something to us. I had no idea what she was talking about and, unfortunately, she chose me to answer her question.

I sat and looked at her blankly before giving her an answer with only the slightest glimmer of hope that it might be right.

No chance. She explained it again using the exact same words. She asked me again for the answer, but I was still none the wiser. She might as well have been talking in a foreign language. I had no clue.

With a roll of her eyes, she explained it for the third time in the exact same way. I still had no idea what she was on about. But, now with a bright red face and a fear that the tears I could feel welling up inside would escape down my cheeks, she moved on to someone else. I felt like a complete fool in front of the whole class.

That night I sat with my dad who used the idea of balancing scales. It was something concrete I could visualise, and I got it. It was simple. He wasn’t a teacher; he just had the patience to explain it to me in a way that I understood it.

That has stayed with me for a long, long time.

It wasn’t magic—it was just a different approach.

To read the whole article click here: https://theclarajamesapproach.co.uk/will-i-confuse-my-child-if-i-explain-things-differently

To learn more about the Clara James Approach, click here: The Clara James Approach

In this article I will try to explain the pros and cons of each approach from what I have learned and experienced since I started Clara James Tutoring, started employing tutors to work with me and preparing the business to offer as a franchise.

I hope it helps.

To read the whole article click here: 

What is the best way to become a tutor in the UK

Key Topics Covered:

1. Why Reading Can Feel Tough—For Both of You

• Many of us remember the pressure of reading out loud in class and how it triggered worry or embarrassment—so our natural response is to avoid it. But that doesn’t reflect our potential—it’s just how our brains handle pressure.
  theclarajamesapproach.co.uk

2. Learning Is Unique & Multi-Modal Works Best

• We each learn differently. Giving children multiple ways to practice—flashcards, picture matching, writing in sand, or using games like Jenga—creates more “memory paths” in the brain. That helps information stick.
  theclarajamesapproach.co.uk

3. Hold Their Hand (Figuratively!)

• Learning to read is like learning to walk: we hold them, cheer them on, and let go when they’re ready. It builds confidence and independence the gentle way. 

4. Understanding Why Some Children Struggle

• Struggles aren’t about laziness. They might stem from limited language exposure, hearing issues, vision problems, anxiety, or diverse processing styles (e.g., neurodiversity like dyslexia, ADHD, autism, dyspraxia, auditory processing difficulties, working memory challenges). 
• Importantly: these are not obstacles to reading—they’re just hints we need to adapt our support. 

5. Positive Learning Environment

• Focus on progress rather than perfection. Celebrate small wins. Avoid comparisons or shaming.
• Reduce pressure and create a nurturing, relaxed space.
  
  

6. Multisensory & Assistive Strategies

• Let children see, feel, and move as they learn:
  • Use letter tiles, magnetic letters, sand tracing, or writing with water.
• Use assistive tech:
  • Try audiobooks, text-to-speech, dyslexia-friendly fonts, coloured overlays.
    
    

7. Phonics & Word Play

• Break words into sounds (phonics), play with phonemes, patterns, rhymes. Turn repetition into play with songs or chants.
  
  

8. Reading Together—On Your Terms

• Reading together builds fluency and confidence. Choose books that spark your child’s interest, even if they’re below their level.
• It’s okay to share the reading: you read the hard parts, they read what feels comfortable. You “learning alongside them” is powerful modeling.
  
  

9. Use Positive Reinforcement

• Praise effort over accuracy. If your child stumbles, gently guide rather than correct. “So close! Let’s try that together.” Encouragement builds self-esteem.
  
  

10. Partner with School

• Stay in touch with teachers. Ask how reading is progressing and how to align home support with classroom strategies.
  
  

11. Resilience & Growth Mindset

• Reinforce: struggling is part of learning. Reading difficulty doesn’t define ability.
• Everyone has strengths. Encourage perspective that challenges are just another path to learning.
  
  

12. Games to Make Reading Fun

• Dotty Board Game
  • A fun board game where landing on certain colours prompts a reading challenge or a playful twist on turns. It cre

Whether they’re just starting out or need a confidence boost, you’ll discover tips you can start using today to help them succeed in maths.

📚 Resources mentioned:
👉 Read the whole article: How can I help my child to learn the times tables
👉 The general version: Learn The Times Tables - The Clara James Way: Putting confidence and smiles into learning the times tables: Amazon.co.uk: Strachan, Ms Dawn, Sequin, Hannah: 9798345478455: Books

But is it really that simple?

If you’ve chosen to home educate your child, it’s likely a decision you’ve made with great care, passion, and thought. While you’re not tied to a rigid curriculum, there may still be areas — like maths, English, or science — where you’d appreciate a bit of extra support. After all, the expectations placed on children today can feel overwhelming, even for confident parents.

Much of the joy in home education comes from exploring and learning together, watching videos, doing hands-on projects, and diving into rabbit holes of curiosity. But there are also days when you want something different: a creative activity that doesn’t involve screens, or a ready-made resource that saves you time.

This brings us to the heart of the matter: what do we really mean by “free”? Is it simply about not spending money, or is it also about not spending hours searching, prepping, or second-guessing?

FInd the whole article here: Are Free Educational Resources Really Enough for My Child?

I will try to be honest yet warmth, and with over a decade of lived experience, I will unpack the hidden hours, emotional investment, and behind-the-scenes prep that go far beyond the lesson itself. 

From myths like “if you can teach, you can tutor” to moments of deep reward and quiet frustration, this is a must-listen for anyone wondering if tutoring could be a quick win, or a meaningful path. Whether you’re thinking of tutoring casually or building a long-term business, this episode offers clarity, insight, and a nudge to reflect on your why.

You can also read the full article on our website:
 https://clarajamestutoring.co.uk/my-child-learns-differently

or email me on: info@clarajamestutoring.co.uk

In this blog, we break down what really counts when starting your tutoring journey — and how you can get started with confidence.
 👉 Read it here: https://clarajamestutoring.co.uk/do-i-need-to-be-a-qualified-teacher

🎁 Ready to take the first step? Grab your Start Tutoring with Confidence pack here:
https://clarajamestutoring.co.uk/start-tutoring

I hope this podcast helps to explain it. We also have a book on Amazon that includes many of the games that we use in our lessons so that you too can use them to practice with your children at home.

Interested?

Learn more at: Learn The Times Tables - The Clara James Way: Putting confidence and smiles into learning the times tables: Amazon.co.uk: Strachan, Ms Dawn, Sequin, Hannah: 9798345478455: Books

Have a great week and I hope this helps

If you’ve ever started something new — a business, a blog, a course — and felt like you were shouting into the void, this is for you.

I talk about what it’s like to keep showing up when you’re naturally introverted, when you feel overlooked, and when it seems like louder voices always get the attention.

But I also share why it’s important to keep speaking anyway — because one day, someone will stop and truly hear you. And what you share might be the exact thing they needed that day.

Whether you’re a tutor or building something else from scratch, I hope this offers some encouragement and reassurance: your voice matters, and even if only one person hears it — that’s enough.

Keep going. Tiny steps still move you forward. 💛

This week has been a great week with the proof copy "Become a Tutor" dropping through the door yesterday. I have also been working on the platform for those looking to take up tutoring and we are also intending to take the Clara James Approach from what it is to an entire platform to support primary school aged neurodiverse children in maths. I know that's niche, but if I can achieve it, it will, I hope help so many children gain a better understanding and confidence in the subject

If you are practicing the prime numbers (I’ll put a 100 number grid in the 11+ resources today) create a visual table to help you to solve them quickly until you gain confidence.

Start by colouring square number 1. This is not prime as it is only in the 1x table and no other (so it has 1 factor instead of the necessary 2).

Now colour in everything in the 2x tables apart from 2. So, colour in the column below the 2 (but not the 2), the column where every number ends in 4. The 6 column, the 8 column, and the 10’s column. (2 is the only even prime number)

Next, we’ll colour in everything in the 5’s column APART from number 5.

Now we need to colour in all the multiples of 3 apart from 3. The easiest ways to do this is just colour in the ones you know which are multiples of 3 or to count on 3. However, if you’re not sure any number where the digits add together to create a number that is in the 3x table, it will be a multiple of 3.

Example: 96

9+6=15 (in the 3 times table but just to be sure add the digits in 15 together)

1+5 =6, also in the 3x table.

However, 43

4+3 =7

7 isn’t in the 3x table so neither is 43.

We completed the 4’s when we coloured in the 2’s so we don’t need to worry about that, and the 5’s were also completed. 

The 6’s were completed when we coloured in the 3’s so that’s done, so now we need to do the 7’s.

Unfortunately, there are no tricks for this one. It will be a case of just colouring in the ones you know and counting on for the ones in between. However, fortunately there won’t be many to do.

We’ve done the 8’s when we completed the 2’s or 4’.

The 9’s were done with the 3’s.

The 10’s were completed with the 5’s.

If there are any in the 11x table left, feel free to colour this in.

The 12’s were done with the 2’s, 3’s, 4’s, 6’s, 

What’s left not coloured in, are the prime numbers. You might choose to make those numbers into something more visually appealing or you may just look at those sheets for guidance, the choice is yours.

I don’t know if I’ve mentioned this game before. I used to play it a lot as a child when we went to a friend’s house so impart, I think I associate it with childhood memories and them.

Anyway, what I have done is taken out all the faces and swapped them with numbers. The numbers include prime numbers, even numbers, square numbers, odd numbers, numbers in the 3x table, numbers in the 5x table, etc. up to 100.

Now instead of trying to guess the person the other person has; you must guess the number by asking a series of questions. “Is it odd?” “Is it a 2-digit number?" etc. If I say it’s odd, they need to put down all the even numbers. In theory the number left standing at the end is the number the other person has.

It’s good fun, and an enjoyable way of practicing number values such as odd, even, prime, square, multiples, etc depending on the stage your child is at.

In this episode, I’m sharing a deeply personal collection of stories from my years as a tutor — the lessons learned, the battles fought, and the beautiful breakthroughs that make it all worthwhile. From the lad who initially refused help and went on to achieve top grades, to the young girl who locked herself in the loo rather than have a lesson — these moments shaped my journey in ways I never expected.

There’s laughter, frustration, and the occasional chewed-up Doc Marten, but above all, there’s the reminder that behind every child is a unique story waiting to be understood.

Whether you're a tutor, a parent, or someone simply curious about the world of one-to-one education, this episode offers a warm and honest glimpse into the rollercoaster that is tutoring.

An honest, funny, and at times emotional reflection on what it means to truly support children who learn differently.

I was talking about reading the other day with a mum. Very often the challenge isn’t just in finding something that they are willing to read, but in the actual act of reading itself. 

A lot of children struggle with reading. Especially reading out loud. All enjoyment goes out of the story as all you can think about is the effort of what is to come. Sounding our words, recognising letters, remembering what the story was about, keeping your place in the text. And people regard this as fun, how!!

Since the beginning of tutoring, we’ve used the ‘dotty board game’. We have a page of A4 paper and around the edge/ across the middle we have 6 yellow dots, 6 blue dots, 6 green dots. You can be green, I’ll be yellow.

You roll the dice and that determines how far you can move. You can go in any direction, but you can’t change direction halfway through a go. If your counter lands on a green, you will need to read a sentence, paragraph, page, or whatever we deem to be appropriate. If anyone lands on a yellow, I’ll have to read. 

If someone lands on a blue, they roll the dice again and there is a selection of forfeits which are determined by the number on the dice: 

1)      have another go

2)      go forward 3 spaces

3)      go back 6 spaces

4)      miss a turn

5)      other person reads

6)      you need to read again

My idea when I cam up with this was to take the onus off one person having to put in all the effort as I knew as a child how I used to hate reading out. In my head, no problem. As soon as I started reading out loud, I became a bumbling buffoon. I also felt that if you never knew when your turn was coming it would mean in you had less of an opportunity to sit there in dread because you would also become too caught up in the game.

We’ve adapted the game and use it for answering other questions as well, but this was the original purpose. You may decide to change the dots for images of each player, or if you are a particular fan of dogs have a different breed instead of different colours. If you’re following the football, you may choose different teams which are playing.

Have a great week and speak soon,

(if you are interested in finding out more about the membership group, you will find the details here: The Clara James Approach)

So, from trying to keep the business quiet to nearly being scammed out of over £13k these are 3 things I did when I started tutoring. I hope by speaking frankly and honestly you will not judge but instead stop and think and not make the same mistakes as I did when you get started or look to grow your business.

When I started studying supporting different learning styles over 25 years ago, one of the things I learned was the importance of creating multiple memories so that it is easier to recall the information when it is needed. Although it was obvious, it wasn't something I had ever given much thought to.

But I also firmly believe that the way we learn is unique to each of us as individuals. We all come to the table with difference life experiences, understandings, opinions. I look at my brother and I, we are both so, so different. I look at my 3 children, again they are so different to each other. If in a small sample of 5 everyone is different, how can we expect a class of 30 or more to learn the same way. We need to adapt and address the needs of everyone, not just the majority, or the majority of the class the year before.

I will stop rambling now, but I hope if you listen to this podcast it gives you something to think about.

Confidence is not a strong point of mind, I have this huge sense of inadequacy. But when a friend suggested I start tutoring I didn't have the confidence to keep putting her off, so in the end I agreed. That was back in 2012 and the company has grown so much since then. (My confidence hasn't but that's work in progress). If you lack confidence and you're considering becoming a tutor, maybe this will give you the hope that you needed that maybe you could do it too.

However, here is my actual advice. I hope it helps. 

(I created this podcast as a recording of the monthly zoom call within the Clara James Approach. Each month, you can ask a question based around supporting your primary school aged child with their maths or English and we will do our best to help.)

I hope you find this helpful. If you would like to learn more about the group, click here: The Clara James Approach

I pulled up the grid and asked what he’d like to multiply by. He answered 11.

Considering he was doing the higher paper I agreed but thought I’d ‘be clever’ and make the numbers in the grid double digits to make it harder.

But he was still answering them within a flash.

I asked if he was using a calculator and his mum, whom I hadn’t realised was also there, said he was just using a trick that he had learned.

This was eye-opening to me, so I thought I’d share it with you too:

Multiplying single digits by 11 is simple.

The digit you are multiplying by 11 is written down twice instead of once:

11x3 = 33

11x8 =88

And this apparently is how you multiply 11 by a double digit easily:

Simply add the 2 numbers you are multiplying by 11 together:

12x11

(1+2 = 3) and slide the answer (3) between the number you were multiplying 11 by: 132

16x11

1+6 =7

Split the 16 and put 7 in the middle

16x11 =176

Another example:

32x11

3+2=5

Split the 32 and place the 5 in the middle:

352

There are (in all likelihood) two main possible routes that they might take.

They might get onto social media and ask for recommendations.

Alternatively, they might head to Google and search for tutors in their area.

Either way, if they come across you, they will probably end up investigating you further.

In this Podcast we will look at how you can start to 'Wow' them from the outset and take them on that journey with you

I think one of the key things we need our kids to grasp is 'why.' Encouraging them to identify their motivation sets a foundation for focused and purpose-driven study habits. For some it may just be about getting through the exams so that they never need to do that subject again, for others it’s about connecting efforts today with future goals of college or careers in that field.

Trying not to waffle (I can chatter about this all day...) here are some suggestions that might help:

Revision is something completely unique to your child.

But before they start I would get them to spend a few minutes now having an honest brain dump with themself about what their goals are, what they feel confident about, what scares them. What support do they think you’re going to need to get the grades they want, where could they find that support. Also jot down anything else that comes to mind as they write.

Doing this will help to focus them, but at the same time, in a couple of weeks, or months they can look back and check their progress. If none has been made, they can ask themself why, what do they need to change?

Encourage and congratulate them and reassure them that they are heading in the right direction.

Remember, this is just for them, so be honest with themselves when they write, no one else needs to see this unless they choose to show it to you..

I'll also offer you some  generic suggestions for you to help you to get started.

If you're interested in the revision guides, check them out here:

The Revision Planner

The Revision Log

Getting to Grips with Angles

Square Pegs

#revision
#parenting
#learning
#studyskills
#education
#examtechniques
#GCSE