Teachers of online school Ahead

Choose the subject you are interested in:

Svetlana Vodolazskaya

(mathematics and computer programming)

I live in England, not far from London. I don’t remember when exactly I got my first student – it was a very long time ago. I love to make life interesting, when familiar things and concepts come to life and are filled with new meanings. I believe it is very important that children see the relationship between objects – physics and chemistry do not exist without mathematics. I try to develop logic, critical thinking in children, and teach them how to solve problems that seem too hard to solve at first sight. I try to build classes as an investigation, allowing students to make discoveries in each lesson.

To understand mathematics it is important to know what discoveries different mathematicians have made. In class, we often discuss the history of mathematics. What did they believe in ancient Egypt? How was time measured in ancient Babylon? What number system did Maya invent? What are axioms and how do they differ from theorems, and what did Euclid do for the development of mathematics? I do not ask students to memorise, I teach to understand where this or that formula comes from.

Not so long ago I came up with my own course for teaching children coding, which allows them to get acquainted with basic concepts of programming.

Olga Lazareva

(mathematician)

I live in the east of England, in the county of Norfolk. I am a mathematician by education, I graduated from Kazan State University. I love mathematics very much and I like it when mathematics becomes an understandable and favorite subject. I love it when students stop being afraid of tests and assessments and begin to step up to the ‘blackboard’ with pleasure. For this, I’m ready to spend hours picking up interesting material, explaining seemingly incomprehensible topics again and again and coming up with different games in order to develop logic and mathematical thinking.

I love when my lessons are vivid and memorable.

Artyom Bobrovsky

(computer programming)

I started programming websites from the age of 13, and since then I have been doing it constantly – both for work and as a hobby. I work for a company developing business systems as a product manager as well as teaching.

For me, one of the main questions in life and education is “what for?” Only by understanding the goal, can we properly plan our work and achieve the desired result. Working with students, we agree on the benefit they should take out of the course for themselves, and I adapt the material and approach to achieve this goal.

I live and work in England. I love mathematics and physics, in my free time I write music. I am learning to play football with my 13 year old son.

Anna Mikhaylik

(mathematics)

I grew up in Ukraine in a family of mathematicians. I started to give private lessons during my first year at the Faculty of Mechanics and Mathematics. I love to witness the development of skills, knowledge and thinking in my students.

15 years ago I brought all of my enthusiasm to England, organized a maths group for my children and friends, in order to show that maths is very interesting! By now my expertise has grown significantly, and I show mathematics not as a set of separate facts and skills, but as a coherent logical system full of beauty and clarity.

Irina Bobrovskaya

(mathematics, Russian language)

I have been living in England for almost 4 years and all this time I have been helping bi-lingual children to enjoy learning new things, look for unusual solutions to common problems, believe in themselves and not to be scared of making mistakes. This allows my students to make their own mathematical and linguistic discoveries and I share in their pride when they do this in class. I support children at the very beginning of their school journey and together, brick by brick, we build the foundation for further successful independent learning.

I believe that learning should be interesting and fun. Therefore, in my classes I focus on love of the Russian language and the ability to feel it, and not on learning the rules. Not on the speed of reading, but on attention to detail and the pleasure of the process. Not on finding the right answer to a mathematical problem, but on the ability to reason and find mathematical problems in everyday life.

Viktor Glukhov

(mathematics)

My Alma Mater is the Physics and Mathematics Boarding School at Leningrad State University and the Moscow Institute of Physics and Technology.

For more than twenty years I taught at Riga Secondary School – a course of advanced mathematics in selective physics and mathematics groups. I was happy to work with the schoolchildren who were seriously interested in mathematics, led maths clubs, and prepared my students for maths Olympiads. Among my students, there are six participants and winners of the International Mathematical Olympiads and more than fifty competitors in the National Mathematical Olympiads in Latvia. I have lived and worked in London since 2012 – and teach mathematics (A-level Maths and GCSE Maths) at the international boarding school, DLD College, in London.

At the AHEAD school, I lead a maths club, where we go far beyond the standard school curriculum, solve interesting and non-trivial problems encountered along the way, come up with exciting new subjects based on the problems we solve, and learn to see the beauty of mathematics.

Ivanka Panova

(mathematician)

I am an architect by training, but teaching has always attracted me. I have been working at a primary school in London for 12 years, so I know the education system in England very well.

The core of my work is an individual approach to each child. The necessary material and the ways I present it are adapted to the particular needs and capabilities of each student.

I teach from Years 1 to 6 (5 to 11-year-olds) – the ages which most influence a child’s attitude to mathematics. I really enjoy helping children progress to higher levels in maths, develop their mathematical thinking, and, most importantly, to get pleasure and joy out of studying maths.

Ekaterina Skulskaya

(Russian literature, Italian and Latin)
I have university degrees in Philology and Italian.

Before moving to America, I taught Italian at the Higher School of Economics, and, simultaneously, I taught the Latin language, its culture, art and literature and Italian at a selective secondary school. My own children were growing up, and quite often they also agreed that I should teach them something. In our life, there were summer camps and various programmes that we came up with for children of our friends and for friends of our children. I am not a scholar, I am a teacher – I love to learn myself and to share that enthusiasm with others.

I work offline and online with students of different ages and from different countries, but the category of people I can be especially useful for is children and adolescents who moved from Russia just or several years ago, and for some reason want to study Russian language and literature for their own pleasure. The key words here are “for their own pleasuret” as I do not believe in the benefits of children’s classes designed for “the mother’s happiness”. But if a person of 10 years or older actually wants to do it himself or herself, I can give them a lot.

My literature course “Reading the Classics” consists of short cycles devoted to various works. You can listen to it in its entirety or you can choose separate topics. We talk about books in skype groups, where some of the children live in Russia and some outside it. The same lines are heard in Moscow, Omsk, New Jersey, Bremen and Tel Aviv. We agree and disagree with each other and in the chat, English and Russian comments flash back and forth. We try a taste of work, read it and re-read it… suddenly it turns out that “Little Tragedies” are not just old stories told by Pushkin 200 years ago, but something personally relevant to you and about your own life.

Some courses are addressed to children 10-12 years old, and some to older teens and even adults.

Masha Zotova

(Russian, English and Spanish)

I live in London. For the British, I am Maria. And I am Masha to everyone who speaks Russian.
I do not believe in aimless language learning. I believe in learning a language in order to build a deeper level of connection with family and friends for whom it is their native language. I believe in language learning in order to reach a new level in study and work. Finally, I believe in learning a language out of great love for that language.
I adapt the programme according to what each student needs. For each student, I have my own strategy, my own approach and individual exercises. We are all different, and we learn different things in different ways.

I am a professional teacher of foreign languages ​​(PGCE / Goldsmiths), a linguist (Moscow State University named after MV Lomonosov), and also a former editor at the BBC. Everything that I learned in my career, I use in the preparation of my lessons.

Alla Antonenko

(Russian)

I live in one of the most beautiful places in England – Kent, known as the “Garden of England”. Before that, I lived in Russia, Ukraine and America. I graduated from Dnepropetrovsk State University. By profession, I am a teacher specialising in the Russian language and Russian literature. I really love Russian art, especially Russian avant-garde. I travelled a lot with my family, studied journalism, radio journalism, and business, but I always returned to teaching, because this is the only job that brings me real pleasure.

I taught English language and literature at Kiev University, and for the last five years, I have been teaching Russian language and literature at one of the largest schools in London – the Lycee Francais. Every year, I am pleased to receive many letters from my graduates thanking me for opening up the stunningly beautiful world of the Russian language and Russian culture to them.

In my opinion, the main key to success in teaching is in contact with the student. If the teacher and student are interesting to each other and respect each other, both of them will enjoy the process. And no matter how many hundreds of kilometres may separate us, if we look into each other’s eyes (albeit through a computer monitor or a tablet) and we have one goal – to know and learn – then we will succeed!

Each student is an individual, and you need to choose individual methods and programmes that work only for him or her. It is not easy and it takes time, but it works.

Elena Illarionova

(English)

I live in Moscow and graduated from the Faculty of English Philology at Moscow City Pedagogical University. For a year I was also trained at Williams College in the United States.
I worked as a teacher of English (EAL) at school for six years and went to Barretstown Serious Fun summer camp for two years in a row. There I led riding lessons and performed the duties of a translator. And then I devoted several years of my life to the theatre. But I never stopped teaching language classes, doing translations, reading and watching films in English.

Learning a foreign language for me is an opportunity to look at the world with different eyes, to look into another reality. I have used different methodologies and textbooks and realise that a universal course fit for all people and all purposes does not exist. Therefore, I prepare each lesson individually, based on the requirements, level, and most importantly – the interests of the student.

Tsvetana Myagkova

(English and literature)

I grew up and I live now in the west of England in the county of Gloucestershire. I graduated from Oxford University with two major subjects: psychology and linguistics. I started to give my first tutorials when I was still at school and I realised then that I like to work with children and see their progress from class to class.

I regularly went to science and maths summer camps, first as a student and then as a teaching assistant. There, I felt for myself how much the same school subjects can be more interesting than in school.

In the classroom, we try to achieve the following things: develop skills that are useful in the future, see the beauty of the subject we are studying, and confidently master the school curriculum, if this is a task too. It is especially important for me to develop an interest in language for my students because every sentence that we write or pronounce is a small miracle!

I am well acquainted with the English system of GCSE, A-Level exams and admission requirements to English universities. I know, and can explain, what exactly examiners want to see when they ask this or that question; therefore my main age group of focus is 13 years and older.

Dina Strong

(English, preparation for 11+)

I really like languages ​​and especially English. As a daughter of a teacher of the English language, I heard and absorbed English from childhood. As a teenager, I studied at summer schools in various cities of England, and later received a bachelor’s degree in Birmingham and a doctorate in English philology in London, where I now live with my family.

I teach academic English (IELTS), which is necessary for studying at universities in English-speaking countries, and also prepare bilingual children of 8-10 years to pass the 11+ exam (English, Verbal Reasoning, Creative Writing).
My programmes are aimed at improving the English language (reading and analysing text, writing, vocabulary, grammar, spelling and punctuation) by making it as structured and effective as possible for passing exams or for studying in English.

I believe that the best results can be achieved with a clear goal and a good teacher who will show you the way to this goal.

David Kean

(Creative Writing)

I love words. Always have done. Whether they are written, spoken or sung, I love what you can do with words – you can make people happy, take them into new and different universes, transport them from their everyday cares, articulate their feelings, captivate their hearts, excite them or even spur them on to scale the heights of greatness. Words help the imagination spill into the world to be shared, and the ability to use words well can be a passport to travel not just all over this planet but to other worlds. Words take you places.

I am a father of four children who are aged 3-26 and has taught communication classes all over the world from the Boardroom to graduate trainees and in schools, so I understand what engages adults, children and adolescents. I have turned all this enthusiasm for words into programmes to help enthuse the next generation about how to use words so they can discover worlds they never knew existed – until they created them. To borrow a lovely phrase, my philosophy of education is that a child’s mind is a spark to be kindled and not a vessel to be filled.

Josh Kean

(English, Spanish)

I’ve always loved interacting and spending time with children – I think it´s the greatest gift in the world to laugh with and listen to them. Since I was a teenager I would look after my younger cousins, playing crazy games with our shared vivid imagination and just discussing topics with them. Teaching was always a pathway I knew I would follow; it´s a job that truly possesses meaning and makes me feel proud of what I do.

Four years ago I decided to fulfill my ambition to work with children, so I completed a TEFL course and successfully applied for a teaching job in Shanghai, China. I worked in an extra- curriculum English academy for just over a year, teaching students from ages 4-16 and varying in English levels, improving their speaking, writing, reading and listening skills.

I moved to Barcelona to continue my romance with teaching. I have worked for two years at a company which focuses on teaching English in topics – such as human rights with teenagers right the way through to superheroes or dinosaurs with the little ones. As part of my employment, I have taught within many schools and education camps across the Catalan region and this has been a dream job for me.

Developing a strong relationship with my students and ensuring they have a positive association with learning the English language is important to me. Speaking and writing good English can create so many opportunities for children in later life and I want to give as many children as I can those opportunities.

Andy Jeffery

(English)

I am a Cambridge DELTA qualified English language teacher with 8 years’ experience of teaching young learners and adults. I also have a degree in English language and I am currently Assistant Director of Studies at a central London language school.

When it comes to teaching, I am particularly interested in developing learner autonomy and building both mine and students’ knowledge of how their mother tongue differs from English as I feel that noticing and raising awareness of these differences are the first steps to improving.

I strongly believe that students should be at the centre of the learning experience and, on my courses, personalisation and empowering learners is key. What I find most exciting about teaching young learners is that you are helping to shape how they see and approach learning for years to come.

Colin Young

(English, Storytelling)

It was a cold, rainy December day in Vancouver, Canada, and I sat looking out of the window with a decision to make that will change my life forever. I had two options. Option A was buying a suit and tie and going into sales training for a communications company. Option B was going to the Korean embassy to begin the visa application process for a travel trip.

After 15 years working in the education field, I am still incredibly happy that I chose the path that has helped me travel around the world teaching, meeting new people and learning about different cultures and languages. My enthusiasm and motivation to help students develop is still as strong as ever. I have learned that both students and teachers must enjoy and be fully involved in the learning experience for it to be successful.

I believe in three Cs which help kids learn: Competition, Curiosity and Creativity. Competition and games with the chance of winning helps motivate students. Students love to hear stories and show amazing memory capabilities when learning vocabulary through curiosity created by storytelling. Creativity comes after the language has been taught and lets students practice independently, finding a way to express what they want.

Anna Suchkova

(film club)

I am not a teacher, but a professional translator. For many years I worked as a translator for the Board of Directors of M.Video company. Usually, I deal with adults with specific business tasks in learning a language. And I deal specifically with people who have suffered, so to speak, from the school system of language teaching.

I believe that you need to learn a language not out of fear, but out of love. That is why it is very important to find out what you or your child love. I really like to watch a good movie in the original. And read good books. I have a teenager at home and it is for his sake I once came up with the Harry Potter English club. The club is for those who love Harry Potter and who want to learn not to be afraid of English, learn to make mistakes (just make mistakes), speak out loud, argue, respect other people’s opinions, find their Patronus and defeat boggarts. Wingardium Leviosa! 🙂

Natalia Zhigunova

(psychology, history)

I live in Reading, near London, in the county of Berkshire. I moved to England in 2000, and for almost 20 years I have been teaching psychology, sociology and history in high school (GCSE and A-level), as well as doing online tutoring in these subjects.

In addition, for several years I was the Principal Examiner in Psychology for Pearson (Edexcel). I composed exam questions in psychology, hired and trained examiners.
By education I am a psychologist, Ph.D. (PhD), graduated from Moscow State Pedagogical University and the Russian Academy of Natural Sciences, accredited as a psychologist at the British Psychological Society.

I am deeply convinced that the study of psychology and history helps adolescents to understand their inner world, to know themselves, their cultural heritage, as well as learn to understand other people and build harmonious relationships with them.

I developed my own courses ‘Psychology for Every Day’ and ‘History of Russia of the 19th-20th Centuries’ (both courses are offered in Russian and English).

In addition to teaching, I deal with practical psychology: I work with children (mainly adolescents) and their parents, helping to overcome problems in learning, in adapting to learning in another country, in communicating with peers. I conduct individual and group consultations on reducing stress and anxiety, overcoming depression, increasing self-confidence and sociability.

Hannah Osher (Kazarnovskaya)

(history, economics, business)

I am a teacher at a university in London (business school). PhD, MSc Research Methods (Hons), PG Cert Theoretical Economics (Hons), MA International Political Economy (Hons), BA History and Social Sciences (Hons), PG Cert HE, BA Pedagogical.
I started as a historian back in Belarus, then my colleagues-economists dragged me to their faculty, and then I moved to England, where I have been working for the last 13 years. History has not been abandoned, it is very organically blended into my new specialization.

With my students I do Economics (GSCE and A-level – English), Business Studies (so far GSCE and IGSCE – English). I teach history both in English and in Russian, I have experience preparing children for A-level. I have a course on the world’s history – from the very beginning, from primitive society to modern times – to help children (and adults who want) to have a more systematic knowledge of history.

Michael Hyams

(Geography, Guided Reading)

I live close to London, in Dartford, Kent. I am a primary school teacher.

I am passionate about History, Geography and Religious Education and this translates into how I teach these subjects, making it vivid, engaging and interactive. I love to help children understand how the world works, and how this has developed over time. I want my children to get involved, expressing themselves through creative writing, visually by creating posters and artwork and by acting out scenarios. A combination of these three things definitely helps children unravel complex and challenging ideas.

I am also confident teaching the core curriculum, English, Maths and Science and have a love of reading and books, with my own extensive children’s library. Following on from this I love to do Guided Reading sessions, over a period of time, reading through books getting the children to predict, question, clarify, infer and make connections.

Evgeny Mironov

(biology, chemistry, physics)

When I arrived in Cyprus, I immediately saw that the children of immigrants live in two worlds – in the mental, cultural and linguistic sense. But science is one world. Russian-speaking local residents began to ask me to help their children understand the science curriculum of English schools. I enjoyed it, the guys liked it too.

When my student, who everyone referred to as “a sports nut” (not very interested in academic subjects), got the highest grade for his chemistry exam after just six months of our classes, I could not quite understand how it happened, but I started to think about creating my own training system.
My approach is to form a partnership with a student. Together we set a goal and lay a route; together we create definitions and derive formulas. Sometimes, I turn into a coach, showing the student that he can do more than it seems, and taking him to a new level of intellectual activity.

I graduated from Tomsk State University (Siberia), with a degree in Biotechnology, then I worked in the R&D department of the Innovative Pharmacological Development company. Conducting research at the intersection of biology, chemistry and physics, we worked on the treatment of malignant tumors. Therefore, I believe I have something to tell those children who are thinking about their future profession in the field of medicine or high technology.

Linda van Keimpema

(Science)

I am very passionate about science. From a young age, I have loved science experiments and was very interested in understanding how things work. And this never ended. After having been a scientist myself, my aim is to share my passion for science and to show others how interesting and beautiful science can be. Even if you do not aim to become a scientist, understanding science topics can open your eyes to many beautiful aspects of the world: the flowering of a plant, the night sky, or the diversity we see on Earth.

I have been teaching ever since I was a student myself. I have helped pupils to prepare for their exams, delivered science workshops in schools and science festivals, and taught sciences to all ages and different backgrounds. I like to get to know a pupil, to understand what they struggle with and make sure to overcome this hurdle. Mostly, I like to ignite the spark to see the exciting side of science. I believe that with a lot of enthusiasm, explanation at the pupil’s level and good interaction, everyone can appreciate a science class.

I was born and raised in Amsterdam and studied cell biology and neuroscience at different Dutch universities (mostly in English). I finished a PhD in neuroscience at the VU University in Amsterdam. After moving to London, I have worked as a freelance science teacher, covering a broad variety of subjects: biology, maths, statistics, physics, chemistry and general science.

Anastasia Emelyanova

(educational advice)

I have been living in London for 19 years. I am a mathematician by my first university degree from the Moscow State University. Then I got an MBA in London. Education has always been my passion, and after many years working in corporations in the field of business development, I decided to make my first love into a profession.

I am a consultant on English education:
– I select primary and secondary schools, as well as universities for specific children, based on the individual needs of the family, the abilities and interests of the child;
– I give lectures and seminars on the English education system and help parents work out the best criteria for choosing the right school for their children. I also consult on the future job market so parents can see what qualifications are most desirable for specific professions, industries and career pathways.
– I test children for readiness / potential admission to top English schools;
– I help newcomers to understand the education system, correctly choose a school for their children, and also successfully enter it;
– I recommend successful proven tutors.

My hobby is structural thinking.
My principle is that the future is for creative people, so children need to be taught to think and create.