I always work together with students on the assessment outcomes provided by the exam board to set targets for the achievement of their specific goals, so that they can monitor their progress and focus on attaining the grade they need. We work through past paper questions and match up the outcomes to the marking system.
I teach others in the way I teach myself. I take on a holistic approach based on embodied experience and bringing into awareness the 'know-how'. Concretely, I deliver lessons as short but intermittent presentations to leave out space for questions and discussions between one topic to another.
I believe that the knowledge I have can be adapted to work with all stages of building your business. Through relaxed conversations and a goal-driven approach to making progress.
Oliver Delgaram-Nejad is an interdisciplinary (psycholinguistics) PGR at Manchester Metropolitan University. His PhD research examines the composite language and communication phenomena of schizophrenia, as relative to figurative language processing, using experimental psycholinguistic methods; his master's dissertation focused on paralinguistics: blended displays (i.e.
I design each class to suit the individual needs of the students. My voice and accent coaching is a combination of all methodologies I have studied from world renowned teachers. Acting coaching is grounded in clown training and Shakespeare.
I have taught from Y5 to A Level level and so I am confident in adapting my teaching methods to suit the student. I offer teaching methods to suit the students style of learning. I believe every student learns differently and so I would cater to meet each students needs.
I can provide good strategies for learning fast and I am currently a university student. I believe I can pass my skills to my students and can improve their lifestyle of learning things. I will also be providing free lessons.
I am an encouraging and patient tutor. I do not force information on my students or expect them to understand content in an unreasonable time. Instead, I pride myself on being a good tutor by listening to my students and make the effort to explain content in different ways.
My teaching method is to first learn about what your outcomes are from an initial half-an-hour consultation. I would recommend a minimum of a 1 hour every 2 weeks just so that you can see an improvement and we can monitor your progress more effectively. Then we can structure a lesson plan based on your goals and make sure that they are realistic within the given time frame.
My approach is always tailored to your needs and goals, we will work together as a team to help you achieve the grades you deserve. I am particularly good with nervous students who may be lacking in confidence and we will always work at your pace. There are two ways I like to work with my students and you are free to choose which way works for you each time. Option 1.
My Structure is very simple. It is a very hands on approach, and very much based on the particular needs of the student.
My teaching method is to help the development of independent learning with as much support and guidance needed to achieve this. I beliebe this helps the student to build a stonger understanding of the subject area. However I also like to chat and and find out if work load and make sure that no major difficulties are arising.
I firmly believe in a collaborative approach to teaching and learning, that is why I prefer a one on one tutor session. Exploration and discovery lead to better knowledge retention than passive learning. As a tutor, I prefer to have my students do as much talking and be as active as possible.
I attempt to find people's learning style and adapt my teaching method to you. I will check exam board and look at mark schemes and exam questions. I offer a link to my subject quizlet included to help you revise.
I am currently studying a BSc degree and am willing to tutor any GCSE-level Geography student looking for a guaranteed high grade. I am very vibrant, friendly, and most importantly patient, because I understand the variability of pace with different students.
Whether one-on-one or in a group session, my teaching style can be described as student-led (another term for this is the heutogogical approach, however my background is distinctly pedagogical, which in other words is how our main educational institutions are run).
I will make sure you know the key sociologists that are relevant to your topic.
My teaching methods differ from person to person. I tend to ask the individual how they prefer to learn, and if they don't know, try out a couple of methods until we find the right one. I usually give a 'recap' at the end of each of my sessions to go over the main points.
I approach tutoring in the same way I would approach working with an athlete. I teach by questions, helping you to find the answers rather than simply giving it to you.
I give lessons to primary and secondary students; also to students who are about to start their AS levels and want to get ahead. My lesson structures usually consist of the student choosing a topic to begin and slowly giving them information about the topic, making sure they understand the content at each stage. I usually end my sessions with practice questions to ensure understanding.
I want to get to know you! and your passions in media and incorporating that into your work in order to make the work enjoyable.
Best example I can give for RE/RS/Philosophy and ethics is to first go over the topic in detail for knowledge, then break the topic down to a few key points like, main idea, founder, quotes and examples. I would then go over how you would approach an exam question on the topic.
Every learner is different and has their own way of learning and understanding subjects. I aim to discover which learning methods work best for each individual and plan lessons using the method that suits each learner. I have taught in high schools, sixth form, college and foundation entry degree levels. I have experience in working with students who have learning disabilities.
I approach each subject alongside the student. Everybody learns differently and I tailor the lessons taking the students needs in to account. Every student is unique. Whatever help you need and however you want it delivered will be prepared specifically for you.
I am not going to do the work for you. My main approach is to encourage the student to construct their own understanding of the subject by breaking that subject down into small bite-size chunks, which, through the use of a mindmap the student then fits together like a jigsaw to construct his/her own understanding/picture.
I am a new tutor with the intention to teach according to the current needs of my students and make lesson plans based around their syllabus and personal goals. I will also help in setting goals along the course of study as both structure and motivation are very important to me in terms of academic success. Each individual lesson will be determined by your own personality and how you learn best.
Usually the student transmits their doubts and I organize the classes according to their needs or they usually teach me the material they are teaching in class and reinforce what they do not understand.
My teaching methods are flexible to the student needs. However, my preferable methodology requires an in-depth analysis of the theoretical framework, breaking down the pros and cons of the theory, and finally, elaborating on the application of the theory on empirically based case studies.
Firstly, I aim to make each session as effective as possible for each individual student, hence why I will only be tutoring individual students. I would create a plan of what works best for you, and how as a team we can best prepare to succeed in psychology. Some of my methods would include visual presentations; textbook work; and practical role-play examples.
I use a combination of teaching methods so there will always be something that works for everyone. I prefer using powerpoint for passing on key information to learn. I will also use discussion based sessions to ensure full understanding and meeting of the aims so exam technique becomes developed and reinforced gradually.
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