Generally, I make my lessons as interactive as possible and use games/activities, which I find help students remember the information I've given them. I also ensure that assignments receive detailed feedback from me, usually without a grade, so that the feedback actually gets read by the student. I have extensive debating experience, so the Socratic method is one I like to employ- I think students learn a lot more from discussion than from being lectured to.
I'm a second-year university student and have been teaching after-school debating classes to over 30 students in Birmingham for the past two years. I've also helped numerous people with English coursework and university personal statements, and have helped several people receive offers from Russell Group universities. I've been on a two-day Teach First course which has provided invaluable information regarding how to engage with students, and hope to enter the Teach First Training Programme after graduation.
Email: (concealed information)
Telephone Number: (concealed information)5
Date of Birth: 28/01/2000
LinkedIn: (concealed information)
WHO I AM
I’m a Second-Year student studying History and Politics at the University of Birmingham. I averaged 70% last year and am on course for a First-Class Degree when I graduate in 2021.
My interests include current affairs, debating, historical fiction (Robert Harris is a particular favourite) and football.
My strengths include confidence in public speaking, an analytical mind and a desire to work hard; I don’t miss deadlines.
EDUCATION & QUALIFICATIONS
UNIVERSITY OF BIRMINGHAM
Sept 2018- BA History and Political Science (achieved 70% in first year exams)
2011-2018 A Levels: 3A* in History, Government and Politics, and English Literature
GCSEs: 9A* and 1A including A* in both Maths and English
JOBS, WORK EXPERIENCE AND VOLUNTEERING
• Debate Mate. I go into an underprivileged school in the West Midlands once a week and teach 11 to 15-year-olds debating lessons. As well as this, I regularly judge inter-school competitions for this organisation in London and in Birmingham. Mentoring has taught me how to get my ideas across concisely and persuasively, as well as how to develop professional and warm relationships with students. Judging has forced me to evaluate a mass of information and make a quick decision on the basis of the evidence in front of me.
• Teach First. I was accepted onto a competitive two-day Teach First training programme, in which I participated in various group activities and had to teach a lesson to a room of 14-year-old students. The sessions taught me the importance of continuous reflection on my strengths and weaknesses, and helped improve my teamwork skills by forcing me to work in time-pressured situations with a group of people I hardly knew.
• World Cup Sports Camp, Mill Hill (2016-19): I initially worked as a volunteer, then as a paid coach. I did a range of jobs, from coaching to more manual work such as putting out cones. The job gave me valuable experience in dealing with both children and parents, as well as improving general work skills such as maintaining one’s cool in an often-difficult and physically demanding environment.
• Volunteer, Andrew Cohen House: I lead prayers monthly in an Old Age home and spend time after the service chatting to residents, hearing about their life experiences. This has improved my people skills, and taught me to be patient when dealing with older people who often take time to process information.
SKILLS & ACTIVITIES
• Prime Politics: From 2015-16, I ran an online politics website with some friends, both writing articles on a wide range of issues and asking others to write for us. The website garnered 100,000 views in the space of a year, with contributors including MP’s and MEP’s from a range of political parties. I have continued to write articles regularly as a hobby. Running the website taught me a lot- I learned how to work to a deadline, and how to use social media to gain viewers. Its eventual demise taught me that procrastination and delay can be extremely costly, and that things don’t just operate themselves; you have to take the initiative.
• Debating: As a secondary school student, I took part in various inter-school debating competitions and in 2016 won the Hertfordshire district round of the competition, winning a debate entitled “This House favours no restrictions to freedom of speech on social media”. Debating has improved my public speaking, and I am now confident speaking and delivering presentations in front of large groups. It has also forced me to think on my feet, anticipate arguments put forward by others, and plan strategies rather than acting on impulse.
Deputy Head Boy, Immanuel College (2017-18)
Harvard Book Prize for Academic Achievement in History, Immanuel College (2017)
Winner, Regional round of the ESU Debating Competition (2017)
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