Dr Richard Lingwood

Stories about myself and my clients

My early educational experience was a disaster. I passed my 11+ but was not allowed to take my place and we were not allowed to attend private schools.  Full scholarships enabled me to complete a PhD and publish and I have worked in state and private schools and universities. I get great satisfaction supporting people to achieve their potential and to get the reward for their investment.

My students finish their coursework and dissertations because we develop and test an overall plan with achievable steps. Then students develop the skills to succeed independently long after their course is finished.

Examination success depends on reverse engineering and analysis of the targets and an assessment of where the student’s current skills and competencies can best be supported. Examination classes work well when two or more students can use peer review to model and absorb successful strategies.

Awatif’s family (identifiers changed) ensured her maid was always in the room and both were bemused that I expected Awatif to do the work herself with support. A conceptual framework was negotiated with Awatif and approved by her supervisor. Achievable steps were agreed.  Awatif was delighted to recognise that she could herself learn the research and critical skills to complete her MA and went forward with a better understanding of her competencies and skills.

Govind  (identifiers changed) is highly qualified in his home country and worked at a senior level. On entering the NHS, a failure of poorly serviced equipment led to an unexpected death under anaesthesia he was supervising.  This created fear and a false perception of incompetence. Rigorous shared review of his learning process and discussion of his self-assessment of his linguistic competence developed a more positive approach and the linguistic target was exceeded.

I lived in Muchen’s (identifiers changed)  apartment block in China for a few weeks and Huayan came to stay in the school holiday. Then we continued to work online. This worked extremely well as they became friends and enjoyed each other’s company with an element of playful competition. People learn some things more easily from a peer: here there was rather a defensive fear of showing ignorance or not knowing something before it was learnt. A group of two or more students gives the opportunity for more fun and different ways of learning.

Reena (identifiers changed) needed to achieve a grade 6 in IELTS for her family to stay in the UK. It was clear that the aim was achievable, but it then became clear that more time was needed to study and absorb new language skills. A job, childcare, and running a home meant there was not enough time to study. Her familial circumstances meant that she was prevented from fulfilling her potential. We tried many strategies and when it became clear that there was insufficient time to study, we explored other ways for her family to be secure and safe and a route for long-term study.

Firas (identifiers changed) is the eldest son of a second marriage and keen to earn his father’s approval. A very bright 8-year-old attending a Choueifat International School with a US based curriculum the challenge was to support Firas to enjoy his studies and to develop a self-referential assessment of his progress. Firas satisfied his parents’ rigorous demands and developed the ability to assess his actions and competencies and appreciate his performance and be more relaxed and joyful in his learning.

Ulla (identifiers changed) is a solicitor in a UK law firm with the role of attracting and assisting Polish and other nationals for whom English is not the first language. It became clear that her line manager, although a native speaker, had inappropriate language skills, tending to obfuscate and use unnecessary legal jargon. Uli developed her natural ability to communicate complex and nuanced material in effective International English and pre-empted criticism by careful presentation. Uli was promoted to a senior role in the London office.

Roderigo (identifiers changed) is the son of a diplomat who attends a European School in Brussels. Preparing for the examinations of the International Baccalaureate was easy for him – except that when anxious he cannot find his voice and makes the briefest response. As an examiner for the BAC oral, I prepared a series of mock examinations to change how he breathed and the emotions he felt and to improve his examination preparation technique.

I look after my friends’ homes and cats with health problems while the owners are away. (references available) I enjoy looking after dogs and horses. I love taking care of my granddaughters and because I chauffeur them, I studied Advanced Driving and have a RoSPA ROADAR Silver Medal. I can live in and supervise an educational programme.