Meet the teacher - Lajoy Tucker

“The current education system feels like it’s preparing students for a world that no longer exists,” begins MyEdSpace Chemistry teacher, Lajoy Tucker.

“They’re sitting exams in silence, with pen and paper, studying books - like ‘Of Mice and Men’ - that I studied at school. Is that really equipping them for what comes next?” she asks.

“We should reimagine education so that it reflects the world students are actually entering. That means more focus on critical thinking, creativity, adaptability, and digital literacy. We should be giving young people the tools to think deeply, ask good questions, and apply knowledge - not just regurgitate it. There are amazing teachers in the system, in every subject and every kind of school - but they’re often let down by a structure that doesn’t reflect the needs of modern life.”

Lajoy, who joined MyEdSpace in 2024, speaks with the experience of somebody who spent a decade teaching in a variety of schools, but all locked into that same structure.

“I’ve taught in a variety of settings, including an all-through school (where kids enter at primary and stay all the way through to Year 11) in Leyton, a selective sixth form in Stratford, and even spent a few years teaching in an international school in Dubai teaching kids from the UK, France, Switzerland, Nigeria, Lebanon, Australia and all over the place - it was really nice mix. Each experience taught me something new - about the system, about students, and about myself.”

“I had my lowest moment as a teacher very early on. After one lesson I had an observation feedback session with my mentor and the Head of Department. They handled it well but the feedback was essentially; ‘are you sure teaching is the thing you should be doing?’. It really stung, but it made me so determined. I realised I was trying to be “flashy” instead of teaching fundamentals. So that year, I worked so hard to build a solid foundation and lean on the great teachers around me, rather than try and re-invent the wheel. It made me a much better, more effective, teacher.”

Those experiences, coupled with her own experience of education and traditional classroom environments during her own school days, led her to MyEdSpace.

“Those years gave me a broad perspective that’s helped shape the kind of teacher I’ve become, and the kind of impact I want to make now at MyEdSpace,” she explains.

“My own experience as a student has had a huge effect too. I was a very quiet student - always described as a 'pleasure to have in class', but I wasn’t the type to raise my hand or speak up much. I just got on with things and did what was expected, but I often felt like there wasn’t much space for students like me in the traditional classroom dynamic."

"That’s something I carry with me now as a teacher. I try to create a learning environment that values all types of learners, not just the loudest voices. I don’t force students to speak up if that’s not their style - instead, I make sure there are other ways for them to express their understanding and engage.”

“Coming from someone who was a quiet student, I really value how MyEdSpace gives students a safe, low-pressure way to learn. The level of anonymity learning online provides - especially compared to a traditional classroom - allows students to ask questions they might not feel comfortable asking if they were surrounded by people. That, in turn, creates space for different kinds of learners, especially those who don’t always feel seen in traditional classrooms. They’re learning in a way that works for them, they’re not surrounded by their peers, so they often feel more comfortable asking questions and they’re supported throughout."

"It’s not unusual for students to go from totally silent to actively participating, just because they feel safe and supported in this environment. It really helps build confidence, and when students feel confident, they’re more likely to succeed.”

Reaching more students - from those  left behind in traditional classrooms to larger groups overall - was a key reason Lajoy moved from the classroom to teaching online.

“While I was at university (Lajoy graduated with a First Class Undergraduate Masters in Chemistry from Oxford University), my involvement in access work - particularly working with school students visiting Oxford - sparked something in me. I loved explaining ideas and supporting those who didn’t think Oxford was for them. It made me think more seriously about how I could contribute to education beyond just being a student myself.”

“I saw how much of a difference it made when young people saw someone they could relate to doing something they might not have thought was possible. That experience planted the seed for what would become a career in education - even though at the time, I hadn’t yet seen myself as a teacher. I come from a family of teachers but early on I’d actually ruled out becoming a teacher myself. In fact, I actively avoided it, because it didn’t seem appealing from the outside looking in."

"When I was younger, I thought I wanted to be a lawyer, but gradually my love of chemistry and then the joy of helping students unlock their potential changed everything.” 

“I was working full-time in a sixth form at the time, and alongside I’d started building a personal social media presence. I saw it as a way to share knowledge and connect with students beyond the classroom because you can reach so many more students. Some of my sixth-form students were the ones who encouraged me to go for it and actually laid out the plan for me. They said, ‘You need to start on TikTok, then move them to YouTube…’ and it worked…” she smiles.

“Over the preceding 10 years, supporting students from underrepresented backgrounds really helped me realise how transformative good teaching and a bit of belief can be. Now I use platforms like TikTok, Instagram, and YouTube to share teaching content with thousands of students (Lajoy has attracted well over 300,000 followers), and I get a lot of engagement in the comments. Particularly on TikTok, students will ask chemistry-specific questions or DM me for extra support. I try to respond to as many as I can and make the space feel accessible and welcoming.”

“It’s become an extension of the classroom - a way for students to reach out and get help outside of live lessons. And because they can do so anonymously or in their own time, it lowers the barrier to asking for help.”

Studying at a time that suits them is another major benefit of teaching online that Lajoy believes can help resolve some of the antiquated aspects of the traditional education system.

“Students can attend the lessons live, which is great for that sense of real-time interaction, but they can also watch recordings later if that suits their schedule better, so they’re learning on their own terms”. She adds, “that control over when and how they learn is huge because students can go back, rewatch, and absorb information at their own pace, they’re not tied to the speed of the rest of the class. That control and that opportunity simply isn’t something you get in a traditional classroom.”

And, Lajoy is keen to stress that while students may not be surrounded by peers, they’re still forming relationships and connections with the people - both students and teachers - around them. 

“The online environment creates its own kind of community and inside jokes. There’s something very special about building rapport with students in that way, even if you never hear their voice or know their full name,” she explains.

“Students can ask questions in the chat, get video solutions, and become part of a real learning community. And while it’s not one-to-one, it still offers meaningful interaction. I’ve seen students who use the platform regularly really grow - not just in terms of academic results, but also in their confidence and sense of belonging.”

“I love how the students form communities within each year group. Each cohort has its own dynamic, and certain students help others and encourage engagement. It feels less like a formal classroom and more like a collaborative learning space where students are genuinely invested in supporting each other.”

“MyEdSpace isn’t just about logging on and watching a lesson; it becomes part of your world, and for some students, that structure and support can make all the difference.”

Price is also a factor, especially with private tuition costs soaring - something Lajoy is only too aware of having supplemented her old teaching salary as a private tutor.

“I’ve been a private tutor, so I know how expensive that can be. At MyEdSpace we provide high-quality teaching for a fraction of the cost.”

As an aspiring Chemistry student, Lajoy saw - and felt - how transformative a good teacher could be.

"I had brilliant teachers who made a big impression on me - especially my A-level Chemistry teacher, Wendy Oswin. She went to Oxford as well, and was incredibly knowledgeable. She wasn’t just incredibly smart; she had this presence that made you want to rise to her level. She inspired me to become as knowledgeable as possible, which coupled with the belief my family gave me, meant I felt able to aim high too."

"I try to bring that same mix of high expectations and human connection into my teaching - to be the kind of teacher I would have needed when I was younger.”

Now, Lajoy finds herself surrounded by similar characters at MyEdSpace.

“The quality of the teachers here can’t be overstated - they’re experts, they care, and they’re constantly improving their craft. The students pick up on that. Plus, the teachers are not only subject experts, many of them are also examiners. So when students are preparing for assessments, they’re learning from people who really know what the examiners are looking for, which is a huge benefit. I’d wholeheartedly encourage you to try it.”

And now, with our £10, 10-day trial you can see for yourself why every year MyEdSpace students significantly outperform their peers.