Via Rob Gainey Language Services, I train adults with the English language, edit English-language documents, translate (Dutch to English) and design courses.With an attentive and friendly style, I ensure that my students feel both comfortable and challenged in my classes. I ensure that my students' requirements are met by applying their specific needs to their study, ranging from using primary material from their workplace to vocabulary and grammar materials that will strengthen their skills. Through this pragmatic and encouraging approach, they are able to learn effectively and, most importantly, apply this knowledge to the real world.I work both with established companies and through personal hire.

As a language trainer at Babel, I taught English to adults with an academic or business background.Lessons ranged from one-on-one to group courses based either on (the student’s) location, at the HQ in Utrecht or at the University of Utrecht’s campus. Topics ranged from Business English, to exam preparation (IELTS, TOEFL, or Cambridge), to Academic Writing/Presenting - and much more. Included within these lessons were interactive learning methods encouraging a more natural style of speaking, writing, listening, and reading (which also help with fluency, vocabulary and grammar, too).As well as this, my role also included conducting intake interviews with potential students, making exams and assessing candidates, and working on developing the e-learning courses.

This role involved training professionals within the software industry in Business English. A variety of learning goals were set, covering improving grammar and broadening vocabulary (as well as idiomatic English), though this is not all it was limited to. Focus was also placed on the importance of feeling confident with English language use in a business environment, using role plays, debates and presentations to encourage speaking skills as well as e-mails to encourage writing skills.

When at Plantijn, my role as a Native Speaker was to ensure that the children's pronunciation and grammar was in line with standard British English. This involved basic English from the youngest ages (starting as complete beginners), teaching them numbers and colours, to the older groups (roughly at an A2 CEFR level) where they learnt more complex issues (such as culture and sentence structure) as well as spelling.

Giving evening classes to adults in Barneveld and Ede (The Netherlands) who are interested in learning or improving their English. The students are largely absolute beginners (pre-A1) though there are a few “beginners plus” who are at A1 level. The course uses the "Great!" textbook as a guideline, giving students structure (and homework) to their language learning experience. Focus is more on speaking ability in order to make it functionally useful for leisure and to increase confidence to aid fluency. However, as the course goes on, we also look at grammar and reading/writing (particularly due to the difficulty of the language in these skill areas due to historical spelling).

Teaching English to children based in China aged between 3 and 13. This was an online role which originally used the Zoom platform to share the screen, annotate, and speak with the children in a video call method. From September 2017, I began using the company designed platform which has a similar working to Zoom, yet all resources are held within the platform itself. The children were generally from absolute beginners to A2 level, though some were occasionally at B2 where I taught other subjects (such as basic mathematics) in English.

I helped write, upload, and analyse a survey for KMPF's partner school colleagues on how its role contributed to their needs. This involved using Survey Monkey and then data analysis online and in Microsoft Excel.Alongside this, I interpreted the HEFCE's POLAR v3 data to understand which areas in the county could best benefit from KMPF and its sister partner (the Kent and Medway Collaborative Network (KMCNet)). This included overlapping multiple sets of data to reach a mathematically-supported system to ensure that schools were not omitted merely due to one set of data that did not work in their favour.In a team exercise with a few other colleagues, we were able to compile school reports for our partner schools. This including a lot of editing of the necessary texts (particularly reports from previous years) in order to ensure that it was updated, succinct, and digestable. These fed the schools statistical data that they could use for targeting their selected outreach students for university-run activities, and followed that cohort's progression. We interpreted the statistics and wrote a clear explanation per piece of data so that it would be quick and easy to follow.Moreover, I updated the data protection policy by editing the document to be in line with contemporary British law on the matter, as well as syncing it to the policies of the partner universities.I also contributed to our monthly newsletter by writing extracts on governmental reforms and changes to the education system, as well as responses to them by education providers.My final role with the organisation was as a researcher. The project covered what schools and universities in the county of Kent were currently doing to help young refugees with particular look at their academic situation. With this role I interviewed a variety of people (university workers, school teachers, and Council staff) and researched governmental policy, and culminated it in a report - the first of its kind.