Before beginning sessions I first discuss with the student the way in which they feel they learn or remember things best (e.g. are they a visual learner? Do they learn better with practice questions? etc.) I then identify weak topics or areas, or areas that the student may have missed in class or would like to reinforce their understanding of, and break these down into the elements which the student finds challenging. I use this to form a lesson plan, based upon their curriculum, school work/homework, and exam board specifications. In teaching sessions I try to explain or put across these elements in a way that is suited to the learning manner of the student (mind maps, practice questions, flash cards, presentations, diagrams... or whatever else works best for the individual) - starting first very simply, and then building complexity to the lesson layers at a time. This way the student is not overwhelmed, and their confidence is not knocked by suddenly being confronted with something they still don't really understand. By building on a solid foundation of basic knowledge, it is usually easier to grasp the concept after more detail and difficulty is added. After adding this complexity, if the student doesn't understand at any step, we can rewind to the step before, and try to approach the next element of the principle or question in a different way. If the student doesn't understand, I think this means that the teaching method needs to change or be re-assessed, not that the student isn't bright. I'm as committed to my students as they are to me.
I am a masters student studying cardiovascular science at University College London. I have a BSc (Hons) in biomedical sciences from Queen Mary University of London and a passion for human anatomy and physiology. I love science, but also enjoy English literature (which I took at A level) and history. Throughout my A level studies I taught a class of struggling GCSE biology students for an hour each week, and learned that there's often no such thing as an incapable student - just a teaching method that doesn't quite get through, or a point that wasn't well explained. I believe that tutoring isn't just about getting across information - it's about finding a way to do so in a way that makes it stick AND make sense.
I read Biomedical Sciences with Hannah at university and there were few amongst our colleagues who demonstrated the breadth of knowledge or depth of understanding as she. When encountering complicated parts of our course, Hannah was aptly able to teach, explain and clarify ideas and principles for me (and indeed many others) in a concise, effective and, importantly, kind manner. She is extremely dedicated to all she embarks on and is always happy to give up her time and energy to aid others. I would recommend Hannah unreservedly as a Superprof tutor.
Hannah is an incredibly intelligent young woman, and extremely easy to get along with. She has flexible teaching styles and a wealth of knowledge as shown by her qualifications.
Hannah has a lot of patience, and has explained things differently so they are understood. She is determined to get the very best out of her pupils.
She has helped me with anatomy and physiology, as well as medicine knowledge, during my postgraduate nursing, and I highly recommend her for biology.
biology lessons closeby? Here's a selection of tutor listings that you can check out.
|at her home||at your home||By webcam|
|1 hour||Not available||£30||£30|