Hi! I'm Chloe and I'm 2 years into my PhD, where I'm looking at interesting materials which can increase the efficiency of solar cells (like the solar panels for your roof, but miniature). Before the pandemic I loved to get involved with scientific outreach, working with the Science Museum, nearby schools and science festivals.
I have two masters and a bachelors in physics with first class honours, and A Levels including Physics and Maths. I am currently tutoring A Level Physics to my students over an online platform, with an enhanced DBS check dated from 04/09/20 and have had comprehensive safeguarding training.
I came to my current tutoring role through a charity organisation to help disadvantaged students get into Russell Group universities. Having attended university through an access scheme myself, I know what difference a little extra support and confidence from a trusted mentor can have to a student’s journey into higher education.
This role has shaped my teaching style into a comprehensive and intuitive approach to understanding physics and maths at any level: drawing on examples from everyday situations a student will encounter, challenging a student to test ideas for themselves outside tutorials and encouraging a newly sparked interest in a subject. Following this approach, my students find they can remember complex theories and ideas much more naturally, drawing upon that eureka moment a concept suddenly made sense to them for the first time and recalling in-depth conversations we’ve shared about a topic.
This sense of rapport makes lessons so much more fun and creates a space where students feel comfortable to ask questions and spend time not understanding a concept without shame. At the same time, nurturing a newly found passion in physics or maths leads to a student who is confident to talk about a subject to any interested listener, and transform what can be an awkward conversation with university admissions interviewer into a stimulating exchange.
For my tutorials, I usually prepare a personalised tutorial document, which can be downloaded and kept for after the session. This would include a mixture of questions around topics, for a broader understanding of a subject, then exam style questions to cement the knowledge gained. My emphasis is on retained understanding, not memorisation, so challenging topics are repeatedly covered until a student shows confidence in their understanding and are able to explain the topic back to me coherently. It's no coincidence that this technique enables learners to achieve high scoring results in exams, as a fundamental understanding can be applied to any new context covered in an exam.
As mentioned, I am currently a volunteer tutor for a charity aimed at offering disadvantaged students support with accessing higher educational settings, particularly Russell Group Universities, which are recognised as being world-class research-intensive universities in the UK. This role involves weekly tutorials with my students, covering past exam papers, exam revision, and university admission preparation.
Additionally, in response to the coronavirus restrictions forcing students to learn from home and structured learning being disrupted over the past year, I have taught the school syllabus during tutorials to top up any topics missed during the past year. Being able to catch up on this missed classroom time has proven invaluable to my students, and consistent tutorials are helping to build confidence and keep routines in these uncertain times. Due to formal exams not taking place as usual this year, and grades being decided based on multiple tests and performance throughout the year, a consistent learning environment has never been more necessary to the outcome of an academic year. During my tutorials, I am assisting students with preparations for in-class assessments, mock exams, written or practical coursework and homework.
Aside from this role, I have had numerous teaching roles on a paid and voluntary basis. I am currently a university laboratory demonstrator to undergraduate student at Queen Mary University of London, where I oversee final year lab-based projects and mark lab reports which contribute to the final degree qualification. I have also previously been a Peer Assisted Learning (PAL) mentor to physics undergraduates at the University of Leeds, where I held weekly sessions to support undergraduates with weekly coursework assignment and settling into university life. During the same time in my undergraduate degree I volunteered as part of the Student Action for Refugees (STAR) English Language Conversation Classes, a weekly class held in the community for asylum seekers and refugees to practise English through informal conversations.
For Online Tutorials:
A Level - 1 hour - £40
GCSE - 1 hour - £35
KS3 - 1 hour - £25
10% discount for multiple tutorials
QUEEN MARY UNIVERSITY OF LONDON & IMPERIAL COLLEGE LONDON
Materials Science PhD
IMPERIAL COLLEGE LONDON
Plastic Electronics MRes (Distinction)
UNIVERSITY OF LEEDS
Physics BSc, MPhys (First class honours)
HOLY CROSS COLLEGE
A Levels: Physics (A), Maths (A), Music (A)
ST GABRIEL'S R.C. HIGH SCHOOL
GCSE: 9A*'s including Physics, Chemistry, Biology, ICT, 3 A's including Maths
UNIVERSITY ACCESS TUTOR
The Access Project UK Charity
Weekly one-to-one personalised tutorial sessions designed to offer bright students from disadvantaged backgrounds high quality tuition to gain access to Russell group universities, as part of the National Tutoring Programme. Through the Access Project, I have received training on tutoring techniques, accessing resources and lesson planning alongside extensive safeguarding training and hold an up to date enhanced DBS check.
UNDERGRADUATE LABORATORY DEMONSTRATOR
Queen Mary University of London
Supervision of chemical engineering laboratory experiments for 3rd and 4th year undergraduate students’ projects. This role involves overseeing a long-term project with a group of 30+ undergraduate students, ensuring health & safety standards are continually met and constructively assessing end of project lab reports to contribute towards their final degree award.
UNDERGRADUATE PEER-ASSISTED LEARNING (PAL) MENTOR
University of Leeds
Coordinated study support for first year physics undergraduate students to enhance their understanding of the syllabus, aid with coursework problems and offer personal support throughout their studies. These weekly sessions were held informally to provide a relaxed educational environment where issues can be raised and worked through together to develop confidence in students abilities.
ENGLISH LANGUAGE CONVERSATION CLASSES
Student Action for Refugees (STAR) UK Charity
A weekly group workshop aimed at refugees and asylum seekers to provide support, a chance to improve English language skills through informal conversation classes and learn together in the community. This role involved leading group classes for learners with a range of abilities, listening to the intended outcome for classes so sessions could be tailored for specific needs and adapting and creating new material to achieve this.
Chloe was recommended to me by a friend and I'm so glad they did as she helped me so much with my studies. She's super patient and really took the time to help me understand everything . 100% would recommend her!
Chloe is a thoughtful and attentive tutor. She has a natural teaching style which is tailored to each pupil and is committed to the learning and progression of others. Would highly recommended Chloe as a tutor.
She puts a lot of effort into what she does and is extremely meticulous. She is working towards a PhD in physics which puts her in a good position.
maths lessons closeby? Here's a selection of tutor listings that you can check out.
Superprof can also suggest physics lessons to help you.
Learning isn't a problem, natural sciences lessons for all!
Taking further maths lessons has never been easier: you're going to learn new skills.
|at his home||at your home||By webcam|