I prefer to teach in individual cases, rather than large groups, which means my style can be tailored to what works best for the student. As I am currently studying at degree level, previous students have found me approachable and ask questions they have called 'silly' or 'stupid' more readily than in their own lessons. Because of this more easy going approach, it is quite often that my tutoring is student lead, where they are given the chance to explore areas they do not understand or feel they grasp as well as others which we then work through at an appropriate level to their skill set. In this sense it is less of a traditional lesson, and feels more like homework support, if this is what the student finds more conducive to learning. That being said, my tutoring is not just for those who are struggling or in need of extra support, accessing the higher grade boundaries and developing an already well-rounded level of work is possible too.
I have tutored my peer group and younger students for the past 4-5 years, working one on one across a variety of subjects. Students previously have noted their increased confidence in their problem subject area and subsequent grade improvement. Tutoring is available for 11-18 years old at GCSE and A-Level standard for both English literature and language, however, I also have experience in tutoring 'English as a second language', meaning it is possible to develop a core understanding of English from a very basic level through to complex discussion of the language.
Throughout this time I coached sport for younger year groups, meaning I am familiar with creating skill-specific lesson plans and working comfortably with mixed abilities. This enabled me to test styles and methods of delivering information to both large and small groups which created a flexible and adaptable teaching approach, which I then went on to develop further academically.
Throughout the year I worked weekly with students, tutoring them for upcoming mock examinations or providing homework help at GCSE standard. This included French and English. Due to the frequency of the time we spent together, it was easy to develop and progress areas and skills recognisably which was reflected in their assessed pieces of work.
I worked as an EAL (English as a second language) support for children who had little to no comprehension of the language, having moved from other countries, and speaking only their native language. Week by week we worked on phonetics and spelling, in pairs or one to one, improving not only their understanding of written and spoken English, but their academic writing and craft of the language. Alongside this, I also helped those with learning difficulties in areas where they were below the national average standard which required patient and rigorous learning suited to their particular requirements.
My year group was the first year to switch partially from the letter grading system to numbers.
English Literature: 8
English Language: 9
A Level Grades:
Due to my schools preference, I took a Cambridge Pre-U examination in English Literature instead of an A-Level, in which I achieved a D3 (A grade equivalent). This system is thought to be better preparation for those going on to study at degree level due to the higher level of independent study needed throughout and detailed knowledge of critics on the texts studied and appropriate referencing styles. From this I am familiar with Harvard referencing and now also OSCOLA referencing. This is helpful for those undertaking the EPQ at A-level which I can also provide support for.
I am currently a student at the University of Birmingham studying Law (LLB)
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