I have taught English lessons to Japanese high-school students, toddlers, adults, and even the elderly. I have thus developed an extremely flexible and personalised teaching style that I suit to each individual student. In every lesson though, I establish a clear structure and objectives for the lesson, and I always aim to make it fun in order to motivate the student not only to excel in my lessons, but also to love the subject and excel by themselves as well.
I am a 4th year student at Royal Holloway, University of London. Although I have never taught Physics, I have extensive experience in teaching English to Japanese students of varying ages and abilities. I am hoping to be a Physics teacher after I graduate, and am keen to test both my Physics and teaching abilities in educating other students.
Master's Degree (MSci) in Physics - based on exam results, currently on course for a 1st class degree
Work experience (teaching):
• English Assistant Teacher at Kaiyou Academy, Aichi, Japan; January – March 2015
Part-time assistant teaching role mostly dealing with advanced English classes for Junior and Senior High School students. Duties include personal supervision of individual student performance (such as one-on-one sessions); the production of teaching materials such as presentations and tests; providing feedback and comments for improvement on written essays; preparing plans for lessons including follow-up debates on an issue discussed on an English-language televised debate (such as the British TV show, Question Time), creative writing tasks, tests following presentations in English, separating classes into smaller groups of two or three in order to effectively practise English speaking skills with a conversation about a preselected topic (a political issue, such as nuclear power in Japan). All these tasks are conducted with the oversight but not the assistance of any senior teacher. Other roles include organising a prototype ‘Scientific Society,’ the aim of which is to promote an interest in science amongst students by organising lectures from external speakers and events on their behalf in order to go beyond the normal classroom experience. I have also been preparing materials and classes for the French Club.
• English Teacher at VIX-Aula, Nishikokubunji, Tokyo, Japan; April – June 2015
Part-time teaching role at an after-school learning centre for Japanese primary school children of primary school age. The students were young, inexperienced and thus this job required a much more tactful and friendly approach than the previous position. I was therefore tasked with not only teaching the material in a very basic, easy-to-understand way, but also preparing games and activities that would engage the students in the lesson and provide an effective way for them to both learn new material and practice older material. With a class of ten children at a time, it was also an organisational challenge to make sure that all children were paying attention and learning the material in the class. In this way, I was able to demonstrate great creative, organisational and communicational skills.
• English Teacher at Ipswich English, Igusa, Tokyo, Japan; May – August 2015
Part-time teaching position as an “Eikaiwa” English tutor, which included teaching TOEIC/ IELTS / TOEFL preparation lessons. My job was to offer primarily one-on-one teaching sessions, although occasionally in groups of up to three, to students of all ages, from 5 to 70. This therefore presented the challenge of having to actively develop and use many different approaches to teach the same material, adapting quickly to each student and situation. I produced much of my own lesson content and introduced my own strategies and ideas very successfully. This job further demonstrated my brilliant communication, organisation and creative skills.
• Teacher/Content Creator at Global Step Academy, Tokyo; May 2015 – June 2016
Teaching position/creator of lesson content and syllabi at Global Step Academy. Global Step Academy styles itself as an “Online International School.” Rather than an English school, it aims to introduce young children from Japan to a more Western-style education, done primarily in English. Due the time difference between here and Japan, I sometimes have to teach very early in the morning or very late at night. I also have a role in creating content for both our teachers and our students. I have been instrumental in producing a simpler English syllabus that is more focussed on helping the students to acquire basic English skills and greater speaking ability, whilst helping teachers to deliver said content in an efficient, effective and friendly manner. This job once again asserts my excellent organisational, creative and innovative skills, as well as demonstrating my commitment to a position.
Work experience (Physics):
• Research Engineer Intern at Thales UK, Reading; June– September 2017
A position where I could put my considerable mathematical and programming skills to good use. I was assigned the project of modelling the performance of a new kind of inertial navigation unit, in order to determine how accurate a device could be before errors due to other sources would dominate. In order to this, my task was to design and implement a program that could generate a theoretical trajectory for a craft, and from that produce a time-stamped array of the specific forces and angular rates of rotation that the craft would have experienced over the course of its journey. By then recreating the journey after feeding the true data through a model IMU with gradually decreasing error parameters, the limit at which decreasing the error parameters of the IMU would no longer give an increase in performance could be determined. Due to time constraints, the project did not reach its conclusion during my time there. Nonetheless, I was able to demonstrate the ability to quickly learn complexmathematical and physical concepts and apply them to a program which can successfully derive the specific forces and angular rates endured by a hypothetical craft over the course of a journey.
• Research Engineer Intern at Thales UK, Reading; June– August 2018
After completing one summer internship with Thales in 2017, I was invited to another internship in 2018 on an entirely different project. Since I had fruitfully demonstrated my solid programming skills, the aim of the project in which I participated this year was to investigate the practicality of applying Generative Adversarial Networks (GANs) to image-to-image translation. The objective behind it was to determine whether or not one could train
such an advanced neural network to translate between EO (electo-optical) and IR (infrared) aerial imagery, without using paired datasets. Over my shorter time, I was able to investigate the viability of several different kinds of GANs, vastly improve my computer literacy skills with Linux, and further demonstrate my programming
skills by writing a Python utility that would create usable training data out of raw image data. At the end of the placement, I wrote a highly-commended report outlining the best image conversions that I was able to achieve with various GAN architectures and how, as well as leaving a promising step-up for future research in that area.
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