I am willing and able to teach students from primary school age through to sixth form students, and I am keen to teach various subjects - such as my degree subjects (psychology and philosophy), and more quintessentially studied subjects such as Maths and English (both language and literature). In terms of teaching methodology, I am passionate about tailoring one's learning styles and approaches to the specific needs (of various varieties) of the individual student. However, as a baseline, my approach would be to talk through a topic (from a foundational point to some of the nuances), stopping to allow questions and to explain specific points of contention along the way, whilst relating each piece of information to something more universally understandable.
I am a final year university student studying Psychology and Philosophy with hopes of becoming a full time teacher in the future. As of yet I have no bespoke experience, but spent over two years volunteering for a local 'Refugee Homework Club' scheme, where I tutored a student for over two years across all of his schoolwork and subjects. In doing so I was required to learn to think outside of the box in order to work around individual challenges (such as a slight language barrier) in order to give him a foundation of understanding before his GCSE examinations begun.
2017 – Current Keele University, Keele, Stoke-On-Trent
I am currently working towards a dual honours Bachelor of Sciences in Psychology and Philosophy, and will be entering my third and final year in September 2019. I am set to graduate in the summer of 2020.
2010 – 2017 The Abbey School, Reading, Berkshire
IB Diploma (A Level alternative) at 35/45 points in: Higher Level English Literature (7/7), Higher Level Philosophy (6/7), Higher Level Psychology (5/7), Standard Level Mathematics (6/7), Standard Level German (5/7), Standard Level Physics (4/7), and ‘Core Subjects’ (2/3) – Theory of Knowledge, Extended Essay, Creativity Activity Service hours
11 GCSEs (7 A*s, 4 As) in: Biology (A*), Computer Science (A*), English Literature (A*), History (A*), Mathematics (A*), Music (A*), Philosophy of Religion (A*), Chemistry (A), English Language (A), German (A), Physics (A)
• Sport Leadership Qualification: I was required to design resources and activities and learn how to do so adequately for teaching a class in a subject I know less about. Following on from this, I then had to teach a group of my own peers using my lesson plan, activities and resources, which required leadership skills and the ability to assert my role amongst classmates as the one leading the class in an approachable and friendly manner.
• Academic Commendation: This was awarded during my secondary education to recognise having received high grades across all subjects.
• Academic Scholarship: In Sixth Form, through a process involving my grades and an additional application and interview process, I was granted an academic scholarship (with a specialism in Philosophy) to the school I was attending.
• Grade 6 Harp, Grade 6 Piano, Grade 5 Musical Theory (ABRSM): Following 11 years of piano lessons, 6 years of harp lessons and 6 months of theory lessons, I received my Grade 6 ABRSM certificates for both the Harp and the Piano, and my Grade 5 ABRSM certificate for music theory.
• Year 7 Pastoral Prefect in Year 13: Having gone through the application and interview process, I was chosen to be a pastoral prefect for the year 7 students when in my final year at The Abbey. This meant I was assigned to one form group of students and was there to talk to, get along with and support students with any problems of a personal nature they may feel unable to talk to an adult about directly. This involved knowing setting up meetings with relevant staff members depending on the severity of the issue, listening to the student and having strong interpersonal skills and communication skills so as to support the students most effectively. I also came along to the form room once a week to chat more generally with each of the students so as to gradually present myself as being an approachable peer they could relate to and speak to if they so wished.
• Refugee Homework Club: I was fortunate enough to be granted the opportunity to partake in my school’s Refugee Homework Club scheme twice a week for two years, working with a teenaged refugee and aiding him with his homework in order to try and navigate the slight language barrier which otherwise prevented him from attaining the grades he was capable of attaining. Over the two years I steadily built rapport with him and was subsequently better able to help him, both academically and personally. This greatly improved my social skills, for there were at times difficulties in our communication which had to be circumvented in various ways; additionally, it taught me to think outside of the box and tailor my support, both academically and otherwise, to each individual and their specific needs, strengths and weaknesses.
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|1 hour||Not available||Not available||£8|
|5 hours||Not available||Not available||£40|
|10 hours||Not available||Not available||£80|