I believe that first class teaching attends directly to the student's individual needs and their current level of learning. I always begin by agreeing upon a suitable plan of action with my students, establishing clear goals and breaking down the roadmaps for achieving them. My teaching approach is encouraging and empathetic, while also striving to constructively isolate core weaknesses and foreground key areas that need improvement.
For younger students (8-13), my classes typically begin with a game centred around the specific techniques or content we are going to be learning about, and we subsequently move onto short, achievable written exercises with maximal time allotted for feedback. For older students (14+), my classes usually begin with a dialogue, where we collate our materials into a written form together (planning sheets, bullet-point lists, spider diagrams), with a view to completing homework assignments. I have found that best results usually occur when tutorials are accompanied by short, manageable homeworks that interact with school work in a complementary way, allowing more time in the tutorial spent on direct, targeted feedback.
Where online learning is concered, my go-to platform is Zoom, and for younger children I combine powerpoint slides and the interactive whiteboard so they feel engaged in the lesson in a tactile way. For older students, I use Zoom in conjunction with GoogleDocs—as the ability for the student and I to work on and edit written assignments in real time allows for a collaborative approach that can often be faster and more frictionless than face-to-face teaching.
Interpersonally, I always try and bring a positive and dynamic energy to the tutorial, encouraging pupils to express themselves and challenge the things that I tell them. Every student is an individual, and my goal is that my tutees will bring to their studies their own personal stamp, as well as achieving the best possible results!
I have been tutoring professionally since 2014, as a supplement to my doctoral studies on twentieth century American poetry at University College London (UCL). Since passing my PhD in January 2021, I balance private tuition with teaching at various London universities (UCL, Queen Mary's), working with a broad range of age groups and ability sets.
Over the years, I have helped students to achieve outstanding results in the 9+, the 11+, GCSE and A Level English exams, the Cambridge ELAT and undergraduate level study. I adapt my teaching to meet the needs of different examination rubrics and set texts, and know intimately the requirements for AQA, OCR, Edexcel and the Cambridge iGCSE. Younger students of mine have also achieved great results in entrance exams for Westminster, Tonbridge, Sevenoaks, Dulwich College and the ISEB aptitude test. I also welcome students undertaking any subject that requires essay writing (history, geography, business studies etc.) who need help structuring and expressing their written work.
My academic specialisation is in poetry, but my background includes undergraduate study in English and Creative Writing at the University of Warwick (First Class) and an MA in Modern English Literature (Distinction) at UCL. I've also kept myself busy editing the literary journal 'Moveable Type', spending time as a Visiting Scholar at Yale University in the United States (Jan-April 2019), and working towards my first poetry collection, 'A Puddle of Skin'.
Writing feedback services: £30 per 1,000 words.
- 2021: PhD in English (pass with no corrections). University College London.
- 2019: Visiting researcher, English. Yale University, CT.
- 2019: Associate Fellowship of the Higher Education Academy. University College London.
- 2015: MA in English Literature: Issues in Modern Culture (Distinction). University College London.
- 2013: BA in English literature and Creative Writing (1st Class). Warwick University.
University College London
2017-21: University College London (UCL). Tutor for six undergraduates per year, meeting for fortnightly sessions in both educational and pastoral capacity, marking fortnightly formative essays.
2018, 2021: UCL. Seminar Leader for the Commentary and Analysis module.
2019-20: Lecturer and seminar leader in modern poetry for the Widening Access English Literature Summer Schools.
2014-16; 2019-21: Creative Writing tutor for 'Inkheads' tutoring company. Age range: 8-18 for one-to-one tuition and group clubs during the holidays. Examinations included: the 9+, the 11+, GCSEs (OCR and AQA), Cambridge ELAT and entrance exams for a variety of schools: Westminster, Eton, Sevenoaks, Tonbridge, Dulwich.
2014-15: English tutor for Kensington and Chelsea Tutors. Age range: 18+. Clients mainly included university students in a variety of departments (Linguistics, Business Studies) using English as a second language.
Teaching Organisational Experience:
2017-18: Co-organised and executed week-long English Literature Summer School, in partnership with UCL Widening Participation. Responsibilities included: constructing a syllabus pertaining to the theme of ‘Emancipation’; budgeting a £3,500 spending allowance for texts and teacher pay; delivering a two hour introductory lecture on ‘What is Literature?’; overseeing and organizing a team of 6 undergraduate student ambassadors; providing academic support for thirty A-Level students.
Languages: Spanish (advanced); French (intermediate).
2018: ‘Editor’s Preface.’ Moveable Type. London: University College London, Vol. 10 (2018.) DOI: 10.14324/111.1(concealed information)3 (Refereed Journal Article.)
2016-19: Various theatre reviews for The London Student.
Awards, Honours and Funding:
2018: UCL-Yale Exchange Programme bursary. £6000
2018: BAAS/US embassy small grant. £400
2016: Wolfson Foundation Scholarship for Doctoral Research. (Full doctoral funding, £28,000p.a.)
2015: John Oliver Hobbes Memorial Scholarship Prize for Best Dissertation. £130.
2015: Dean’s List, University College London.
2013: Departmental commendation for fifth-highest mark in the year.
2012: Departmental commendation for seventh-highest mark in the year.
Perfect! I would recommend Tymek highly after his first five sessions with my daughter. Recently, she was struggling with creative writing in school, only writing one or two sentences and freezing up when given a prompt. She is now happily writing a full page at a time and even constructing a plan before she attempts a story. Tymek was excellent at isolating clear things about her writing to improve upon, breaking down what is required of her and coming to every tutorial with an enthusiastic energy that really gives her a boost.
Ana’s child is a really great, motivated learner and ana is extremely proficient and communicative.
I would recommend Tymek with no doubt. He can quickly spot the weakness and work very effectively with my son. His lesson is fun, effective, and motivating. Within very short time, I can see massive progress and boost of confidence.
Tymek has been helping my son improve his writing for many months. His teaching is very effective, motivating, and fun. My son loves every session with him. Within very short time I can see massive progress and boost of confidence. I would recommend Tymek without any doubt.
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