Alasdair

Hi!
My name is Ally, and I'm a postgraduate student currently studying a part-time MSc in Data Analytics at the University of Glasgow, where I also completed an undergraduate degree in Psychology. While my education and career have moved towards tech and maths, I have a real passion for literature and language which I was lucky enough to study during the first two years of my undergrad. My absolute favourite book is Frankenstein for many reasons, but mainly Shelley's ability to masterfully cover a broad range of themes including horror, religion, parenthood and beauty. In my spare time, you would likely find me reading, gaming, studying, listening to old rock music (Rush remains my go-to on Spotify), watching movies or playing too much chess!

Tutoring Experience

Teaching English as a Foreign Language (TEFL) 100-hours qualification

3 years of experience in tutoring English as a foreign language to students from Asia and Europe, covering all aspects of English necessary for fluent speakers such as grammar, vocabulary, and speaking practice. This has mainly involved teaching teenage or primary students, but I've had the pleasure of tutoring many wonderful adult students too!

2 years of tutoring in the peer-assisted learning (PAL) program in the Psychology department of the University of Glasgow, involving:
- Essay editing
- Coding and programming tutoring
- Helping students to build research skills
- Guiding students through tricky parts of the course modules (usually stats and programming!)

1 year of experience tutoring students at National 5 level, covering the following:
- critical reading (drama, short stories, and poetry)
- reading for understanding, analysis and evaluation (RUAE)
- creative writing portfolio pieces
- exam technique for assessments
- editing and drafting submission-based assessments

Tutoring Approach

I take a relaxed, fun and yet realistic approach to teaching. I'm highly aware that half the battle of assessments and exams can involve confidence, so I always try to boost this in my students if needed. Listening to the student is always a top priority in my classes. Teachers and students need to work together and communicate to get the best outcome. As soon as possible, I try to familiarise the student with the format of examinations, sometimes by doing small mock tests (dependent on their current workload) and checking on progress in this area. This tends to make the big day a little more manageable, by showing them early on that they can do it and they are picking up the skills needed. Finally, I encourage an atmosphere where mistakes are allowed. We want to get better at what we do, but the trick is to make all your mistakes in class so that you know the pitfalls when you walk into the exam room!