The Clara James Approach to learning

Every day someone else makes the decision to start tutoring. Some will be excellent, others will still be learning. But with so many people promoting themselves as a tutor, how can you be the one that stands out as different?

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

This is by no means meant as being derogatory towards getting the support a child needs to help them cope in the education system in life in general. Instead, it is meant as a reminder that behind every label is a child and it is important that we work with the needs of the individual rather than what we perceive them to need because of the label they have.

As humans we are all unique individuals and our role is to get to know the child as an individual and give them the support they need determined by who they are. ASD, ADHD, dyslexia, etc all have multiple different ways of presenting themselves, so we need to stop and take the time to get to know the child first and how they learn.

14 years ago, I went to the home of the first person I ever worked with. It was probably one of the most terrifying events I have encountered through work.
I’ve told the story many times about the first lesson I ever went to. I was told go to the crossroads, turn left, keep going and the cottage was right at the end of the lane.

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.

[email protected]
#clarajamestutoring
#14thbirthday
#buildingthetutoringfranchise

The honest answer is yes, but it isn’t always easy, and it doesn’t happen overnight. It takes time, commitment, and hard work. 

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.

Recently a few people have asked about how to solve equations with an x on both sides.
When I did my GCSEs many, many years ago dad suggested that I imagined a set of scales. Whatever I did to one side, I had to ensure I did to the other side as well to make sure the scales stayed balanced.

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

I love tutoring, it has completely changed my life. Not just financially, but also the confidence I have in myself and my abilities. I’m still not an outwardly confident person but I am no longer the timid, quiet person I was before. Through tutoring I have met some incredible people: children, their parents, other tutors, other professionals. 

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)

Why do some children love reading whilst others detest it.
Generally speaking, it’s rarely just about not liking books, there’s usually a deeper reason and the word “Hate” can be a cover for feeling overwhelmed, embarrassed, or bored especially in a day and age when information and entertainment is so readily available at pace.
The step into ks3 feels like such a leap. It is suddenly, not just what they read but how deeply they’re expected to understand it. Reading is now not just an act in itself, it is an entrance to a whole new world of expectations!

The focus moves from being able to decipher and enjoy the words to focusing on analysis or inference, “writer’s intentions” both of which are abstract and tricky for literal or concrete thinkers.
In this video we will look at what we can do to help our children find some level of enjoyment in reading. It may not happen overnight, it might take time, but if we succeed, it has been time well spent

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

Are you looking to support your child with their times tables in a fun yet effective manner?

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 

Prior to tonight's workshop I recorded myself as a trial run. In this video we talk about 
1. Use Colour and Creativity
Use at least 5 colours when revising — it engages more neural pathways and helps you remember.
Colourful notes are more inviting to revisit than plain black-and-white ones.
Visual memory tricks like drawing symbols or cartoons to represent quotes (e.g., for English Literature) can really cement them in your memory.

📅 2. Plan, but Keep It Realistic
Don’t overestimate what you can do — this leads to disappointment and overwhelm.
Start with just 15–30 minutes a day. You’ll often do more once you’ve started.
Be specific: if your timetable says “English,” decide in advance what exactly you'll revise.
Build revision into your lifestyle — use post-its around the house or short bursts during quiet moments (even brushing your teeth!).

💭 3. Understand Why You’re Revising
Remind yourself what your goals are after exams: college, never doing a certain subject again, pursuing a dream career — whatever matters to you.
On tough days, revisiting your “why” can help you keep going.
✍️ 4. Start With a Brain Dump
Write down what you feel confident in, what scares you, and what support you need.
Be honest — it’s just for you. This helps you track progress and adjust where needed.
Reflect regularly: what’s working, what’s not, and how can you shift things?

🧩 5. Break It Down
Use small, achievable chunks: 150 words, one past paper question, or one topic pulled from a “revision jar.”
A jar of difficult topics (especially for maths) helps randomise and focus attention where it’s needed most — pick one, work on it, then assess progress.
📚 6. Use a Variety of Tools
YouTube videos, past papers, mind maps, post-it notes, instruction sheets, flash cards, audiobooks — find what works for you.
You’re still revising even if you're not “writing notes.” Watching a YouTube explanation or talking through a topic still counts.

🗣️ 7. Revise Anywhere
You don’t have to sit at a desk. Find where you feel comfortable — sofa, garden, floor — with or without music.
Gather everything you need beforehand to avoid interrupting your flow.

✒️ 8. Tackling English Exam Techniques
For writing a speech, open with “Ladies and gentlemen…” to show direct address.
In literature analysis, structure answers with Point → Evidence → Analysis → Link, but use several pieces of evidence to support one point so analysis doesn’t need to be too deep.
Be subtle with quotes — weave them in rather than announcing them.
Get familiar with sentence openers (you’ve created resources for this, especially for Language Paper 1 Q2 and Q3).

🧘‍♀️ 9. If You're Stuck, Go Easy

If revision feels too much, watch a YouTube explainer video — it still counts.
Accept that some topics take longer. “Not getting it yet” is not failure — it’s progress in motion.

🌟 10. Above All, Be Proud of the Effort
Success isn't just about the grade. If you walk into the exam knowing you did your best, you’ve already won.
No one can ask more of you than your honest effort.

If you are interested in the membership group, the link can be found here: https://theclarajamesapproach.co.uk/cja-info-page

More and more resources are being added all the time. If we tutor your child, let me know and I will happily send you the free link for the downloads

In this Podcast we explore what I have learned over the years about supporting children with their learning. Learning is unique to each one of us. Yet, there are some principles which we can use to support any child’s education that will prove beneficial.

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.