I left school at 16 and went to Wigan Technical College where I got an ONC. I then worked in various mechanical engineering roles. After a few years, I thought I could do better in life, so went to Night School and did A-levels in maths and physics. Then I applied to university.
I was torn between doing mech eng or physics. Eventually I decided on physics because I really wanted to learn how the universe worked.
I was accepted into University of Birmingham (as a mature student from 1978 to 1981) and got my BSc (hons) in physics and astrophysics. I enjoyed my studies so much that I wanted to become a teacher and did my PGCE in 1983.
After a few years of teaching, I realised that a youngster's results depended very strongly on two things: 1 - my abilities as a communicator and motivator and 2 - the enthusiasm and learning skills of the students as active learners.
I studied NLP with two very fine trainers and was awarded two NLP diplomas. I studied Accelerated Learning with help from Colin Rose and Mind Mapping with help from Tony Buzan and others.
I also made an in-depth study of coaching and mentoring.
My focus was entirely in helping youngsters help themselves.
After a few years working in schools in the West Midlands I went to work overseas in the Arabic-speaking world.
I've worked at schools and colleges all over the Middle East, Levant and North Africa from rural schools in Sudan to some very prestigious schools in the Middle East and Jordan. I chose to work in this region because I learned Arabic and used it to have a wonderful life.
I was very fortunate to work with some of the leading experts in Accelerated Learning and Assessment for Learning. I threw myself into this ecosystem and became an expert myself.
For about 10 years I ran my own teacher training and consultancy business back in the UK. Then the lure of being overseas became too strong again and I returned to Libya and Jordan.
Since retirement in 2016, I have become a private tutor. This is probably the most joyful and rewarding part of my working life.
I get to work with youngsters of all abilities. A small number of them are highly gifted and want instruction beyond what they can get in school. Most of them are young people who want to do well, but don't know how to.
(It still strikes me as utterly bizarre that Accelerated Learning isn't understood, much less a part of every single lesson, in schools.)
My guiding principle is empowering my students to "take back control." When the student is in control, they can choose their own path to success.