My teaching method is about focusing on what the student feels they need to focus on. I base my classes on past papers, as well as lots of practical examples and practice with close analysis of texts. This helps to build familiarity and confidence and instils transferable skills that can be applied to all aspects of English language and literacy learning.
I approach each topic by stimulating creativity with a small task, then I aim to encourage creativity by pooling ideas, then finally applying ideas and creativity to the piece of work. This allows for more structured feedback and a better creative process than simply setting work and giving feedback once complete.
I am a postgraduate student at UCL studying Security Studies. I graduated from the University of York in 2018 with a 2:1 in English and History. I have previously tutored students in preparation for English GCSE exams, as well as leading seminar-style sessions with GCSE students. I have a lot of experience working with young people between the ages of 10 and 17, primarily working with students who are about to take GCSE exams. Through working with young people, I have learned that everyone requires a slightly different approach and that there is a lot of pressure on young people in education, therefore a core aspect of my tutoring is about building confidence.
2008 - 2013 St Joseph’s College, Trent Vale
- 10 GCSEs including English Language (A*), English Literature (A), IT (A), Art (A), History (A) and Mathematics (B).
2013 - 2015 St Joseph’s College Sixth Form, Trent Vale
- AS Level: Art - B, English Literature and Language - A, History - A, Religious Studies – C
- A Level: English Literature and Language- A, History - A, and Religious studies-A*
2015 - 2018 University of York – BA English and History (Hons)
- Graduated with an upper 2:1.
2018 – 2019 University College London – MSc Security Studies
- Predicted grade: Merit
- Skills taught include: Quantitative research and statistics (R Studio), Qualitative research methods (fieldwork, interviews, observation)
July 2016 - September 2016 Merlin Entertainment, Alton Towers
- Required consistent confidence when conversing with park visitors to ensure feelings of security, particularly when a problem arose with a ride.
- I was expected to think on my feet and problem solve quickly to ensure the most beneficial outcome. Tills would frequently stop working due to network problems and repairs could take up to an hour. Therefore, I would work quickly and confidently to find other solutions than closing the kiosk.
- My responsibilities included up-selling and meeting daily profit goals, as well as setting up and cleaning down my kiosk. I often needed to help lost children and deal with difficult, sometimes aggressive guests, as well as the security concerns that arise in such a busy, high profile context. I was responsible for closing down the tills at the end of the day, placing orders for stock, accounting for money and ensuring the tills balanced. I was given a great deal of responsibility and I dealt with each situation maturely, calmly and efficiently.
January 2017 – June 2018 Student Ambassador, The University of York
- I gave speeches to prospective students and discerning parents, guided tours around the university, answering questions about the city, the campus, and specific information about the university.
- As a student ambassador, one aspect of the role involved working with groups of college students and primary school children in seminar-type environments, to give them a taste of how University learning works, whilst also introducing new ways of thinking about analysis and the subjects they are studying at school.
- I also led lessons that focused on academic skills to build confidence and interest in their subjects. This required quick-thinking and problem solving to ensure that students remained focused and engaged, whilst learning and developing useful skills.
April 2017 - June 2017 Experience Working in Archives
- I participated in 'Reading in the Archives'. This module involved experience working with a wide range of archives (paper, photographs, objects, film etc.) in the Borthwick Institute, National Railway Museum and York Explore (university, civic and national archives.)
- 'Reading in the Archives' involved learning how to correctly handle, store and catalogue archives, as well as understanding how institutes such as the Borthwick are run. Including how archival documents and items are selected and preserved.
- From this module, I gained experience working in archives/with archival materials, an understanding of issues involved in the archival acquisition, appraisal, selection, description and listing, an awareness of ethical and practical dimensions of archives and archive work, and an insight into the relationship between archival collections and museum practice, and how archival holdings inform museum planning.
- This module also required a presentation that offered an interpretation of some archival materials
September 2017 – February 2018 Revolution Bars, Waitress
- I ensured that each individual felt that they had received ‘special’ service, by going the extra mile with each person. For visitors to York, that meant suggesting some great things to do that are not well known, or for families with children that meant finding balloons, or something exciting not on the menu to keep them happy.
- I chose to leave this job to focus on my studies.
July 2018 – September 2018 National Citizenship Service Summer Programme, Team Leader
- As Team Leader, I was responsible for 11 young people aged 15-17 for four weeks (2 weeks residential, 2 weeks social action) ensuring they had fun, were safe, and made a valuable societal contribution.
- We camped, stayed in University halls of residence, and completed a project to help the community through fundraising and awareness.
- This job required compassion, organisation, vigilance, and good humour, particularly as it was so unpredictable.
- I was able to organise the young people and motivate them effectively, so that although they had never met each other before, by week 4 they completed the Mow Cop Killer Mile together, encouraging each other and working as a team.
- I left this job when my contract ended; it was for the duration of 2 summer programmes.
I.T: Intermediate level skills (Word, Excel, Access, PowerPoint), achieved
- Merit in AIDA (I.T qualification, GCSE)
- Merit in Masters level statistics, data interpretation, and R studio (Quantitative research methods)
- Merit in Masters level interviews, observation, and fieldwork (Qualitative research methods)
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