Initially, lessons focus on identifying weakness and areas for growth. This allows me to create a lesson plan for the coming sessions, which I then discuss with the student and their guardians to ensure their approval of the plan. I have found that confidence is often at the root of students difficulties. Whether this is a lack of confidence in understanding the material, in writing, or approaching exam style questions. I believe it is first essential to build up a students understanding of the material. Next, we can move onto understanding the format of exams and how questions will be presented to ensure that the student is able to maximise their potential in an exam setting. In the run up to exams we will complete a number of exam style questions to gain confidence and gauge how time pressures affect the students ability. Finally, in the days leading up to the exam, we will focus on time management and how to deal with the stress that exam conditions give us all. Progress is therefore not measured by my giving an exam or essay question every session, as this kind of 'academic rigour' can be off-putting and lead to a fall in confidence. However, tangible markers of growth and success are useful and this is something we can work out on an individual basis. I will measure progress by how comfortable the student feels with the material, the fluency with which they are able to convey their ideas and eventually how well they are able to express these in an essay format.
I have been tutoring for over two years. I have had five students across GCSE and IB level tutoring English and History. My students were generally performing poorly in English before our lessons, largely due to a lack of confidence. Together, we were able to boost their grades from 3s and 4s to 6s, 7s, and 9s. Over the last three years I have studied international politics and have enjoyed it immensely, I wish to be able to impart that same enjoyment onto my students. When you enjoy a subject it becomes easier to understand and focus on, this is something I have directly experienced as I chose a topic I enjoy for my dissertation, eventually winning the award for the best undergraduate dissertation.
I teach English, History, International relations and Anthropology. I am able to teach students from the 11+ to university level.
2019 – 2020: The London School of Economics and Political Science
• MSc International Relations.
2015 – 2018: The London School of Economics and Political Science
• BSc International Relations, 2:1.
o Award for Best Undergraduate Dissertation in International Relations, 78.
2008 – 2015: Hockerill Anglo European College
• International Baccalaureate, Result: 37
o Including 7 (Anthropology), 6 (English Literature), and 6 (History) at Higher Level.
July 2017 – Sept 2017: Independent Diplomat, Internship
• Researched funding opportunities, requiring high levels of organisation and initiative to pursue donors.
• Wrote reports documenting the viability and significance of donors for future funding bids.
• Developed funding strategies and participated in funding drives, giving me a keen awareness of the need for delegation within a team, and the importance of independent work.
• Researched and wrote on international affairs, instilling an ability to condense and prioritise evidence.
June 2017 – June 2018: Now Casting Economics, Data Compiler
• Created, updated, and organised information into datasheets requiring accuracy and attention to detail.
• Developed quantitative research skills and fluency in Excel.
June 2017 – July 2017: The Funding Network, Internship
• Worked extensively with Salesforce, curating information and data.
• Operated with sensitivity when handling individuals and organisations with high-net-worth.
• Gained experience in various web formats: Mailchimp, Squarespace and Canva.
Sept 2016 – Present: English and History Tutor at GCSE and IB level
• Worked with a diverse network of students, requiring my communication skills are as clear and constructive as possible; with the ability to give constructive advice in a fair and confident manner.
• Dedicated to my students; improving interpersonal skills, perceptive to the needs of each student.
• 100% 5* rating, having conducted over 100 sessions.
Feb 2016 – June 2016: Gail’s Artisan Bakery, Waitress
• Worked under pressure in a busy and demanding environment, to meet the needs of the customer.
• Co-managed the set up, and close of the store, required organisation and time management skills.
Sept 2014- May 2015 : Hockerill, Peer Mentor
• Advised and supported struggling children in year 9 and 10, throughout their GCSEs.
• Handled academic and personal challenges that presented themselves to me as a mentor.
November 2015: Raising and Giving LSE: Farm Africa, Sponsored Hitchhike
• Fundraised within a team for charity, also built confidence by travelling without money across Europe.
AWARDS AND RESPONSIBILITIES
2016: Co-Founder, LSE Policy Society
• A founder of the LSE Policy Society. Ability to analyse and design domestic British politics. Dedication to establish the society and furthering its reach.
Sept 2015 – May 2016: Vice President and Secretary, Bankside Student Halls
• Built a healthy rapport between staff and students, acted as a liaison between different groups.
2013 – 2015: Model United Nations
• Copenhagen Conference: Best delegate; Bath Conference: Highly Commended. Developed my public speaking ability, and competence at building and sustaining arguments.
history lessons closeby? Here's a selection of tutor listings that you can check out.
Superprof can also suggest general knowledge lessons to help you.
Learning isn't a problem, current affairs lessons for all!
Taking politics lessons has never been easier: you're going to learn new skills.
|at her home||at your home||By webcam|