I was a primary school teacher for 20 years. I loved teaching and being in a classroom but every year there were some children in my class who simply couldn’t get to grips with reading, writing and spelling. It was hard to watch them struggle through lessons involving literacy, knowing that they couldn’t do what their friends were doing. Some took avoiding action producing very little work and others were disruptive. I didn’t believe they were just being lazy or naughty.  I knew there had to be a reason for their behaviour.
 

I saw frustrated children who, however hard they tried, couldn’t make sense of the written words; anxious children who feared literacy lessons and angry children who were most angry at themselves. I realised that most of them were bright and often very creative. In lessons that didn’t involve reading or writing many of these children shone, explaining their ideas in words, making things, solving puzzles or excelling at sports. It wasn’t that they ‘wouldn’t’ work, the fact is they just ‘couldn’t’ work if it involved literacy.

I cared about and wanted the best for every single child that I taught. I went out of my way to produce activities for them that they could cope with, and often spent extra time with them at lunch or break times if they wanted me to, but their progress was still painfully slow. It didn’t matter how often I praised them or highlighted their talents; they didn’t believe in themselves and it broke my heart to hear these children calling themselves ‘stupid’, ‘thick’ or ‘rubbish’.

Over time I became more and more curious about what was happening for them and I tried many different things to see if I could help. Some of my ideas worked, like allowing one easily distracted, dyslexic child to listen to music on headphones as he worked, or letting reluctant writers use multicoloured pens, a different colour for each word. The children would sit and work more willingly and calmly, and even feel proud of themselves, but they still didn’t really improve their grasp of reading and writing.

Then I came across Neuro Linguistic Programming (NLP). I was instantly fascinated and as I read more and more about it, I realised that this might help to answer my questions. I was fortunate enough to meet and train with somebody who was using certain NLP techniques to help children with spelling and reading. I applied what I’d learned in my classroom and the results were great, so much so that I left full-time teaching to study NLP in depth.

Over the next years, whilst I taught part-time, I studied, researched, developed a process and started working with children and adults one-to-one. The results of blending NLP with my teaching knowledge and experience were extraordinary. I could not have been happier as my students transformed from people who believed they would never read, write and spell, many of whom told me that they were ‘stupid’ and some of whom were depressed, to happy, confident readers, many of whom also enjoyed writing and most importantly had self-belief.

I also trained teachers and teaching assistants as well as lecturing trainee teachers. Using a blend of 26 years teaching experience and 13 years NLP practice, I positively transform their experience of literacy.

Now I work with children and adults all over the world ... I can help you too!

I live in a beautiful part of Sussex, with my partner, in a very quiet spot where I really enjoy my garden, especially growing as much as possible in my veg patch and sitting with friends around a fire in the evenings.

I love walking with Tilly, my dog; sunrise at the beach is a favourite way to start the day. On high tide mornings we explore the local woods, or spot deer around the fields near the house. A few years ago, we tackled the stunning Southwest Coast path and I’ve also been lucky enough to have trekked in the Himalayas.

Although I’m mostly content to be at home, I also love adventures, travel and the chance to try new things which in the past has included living in Thailand, riding motorbikes and being in a band.

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