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Information About Andreas - Hillingdon tutor -

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Subjects Taught

Andreas offers a discount of 50% on their first / introductory lesson!

Maths

Hourly RateOnline Lessons
Hourly Rate
Primary £30.00£22.50

English

Hourly RateOnline Lessons
Hourly Rate
Primary £30.00£22.50

Craft and Design

Hourly RateOnline Lessons
Hourly Rate
Primary £30.00£22.50
Secondary £30.00£22.50
GCSE £30.00£22.50
A-Level £30.00£22.50
University £30.00£22.50
Casual Learner £30.00£22.50

Special Needs

Hourly RateOnline Lessons
Hourly Rate
Primary £30.00£22.50
Secondary £30.00£22.50
GCSE £30.00£22.50
A-Level £30.00£22.50
University £30.00£22.50
Casual Learner £30.00£22.50

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Personal Description:

I am a highly organised, patient and creative individual. My employment to date has required me to apply attention to detail and accuracy in my work. I am adept at dealing with problem-solving tasks and a high volume of responsibilities on a daily basis. I effectively liaise with parents, carers and other professionals for the good of the student. Additionally, I have strong numeracy and literacy skills in English and German (bilingual education), developed through delivering presentations and giving and receiving feedback during lesson observation (incl. Ofsted).

I hold qualifications at undergraduate and postgraduate levels. My practice considers philosophical problems such as those connected to reality, existence and language. To give an example, I am interested in 'materiality' or the stuff that we are made out of. This state or quality of being physical or material appears in the works of pre-Socratic thinkers (ca. 500 BC). As a matter of fact, 'materiality' or 'essence' later reappears in the works of classical German philosophers often echoing the question: From what is everything created?

Tutoring Experience:

Working as a Special Needs Teaching Assistant has exposed me to a broad spectrum of learning difficulties and disabilities including autism, ADHD, anxiety, OCD, dyslexia, dyspraxia, global delay and emotional behavioural disorders. During my time as a secondary Art & Design Teaching Assistant, I worked with individuals and small groups of students who displayed very challenging behaviour. I currently work as an Individual Learning Support Assistant promoting literacy, numeracy and social skills in very young and vulnerable children (Foundation, KS1 & KS2). Additionally, my role requires me to use hands-on Special Educational Needs resources and time-saving solutions including stimulating lesson plans, interactive worksheets, visual aids and engaging games. I am a newly qualified teacher considered 'outstanding' by the Institute of Education (ranked first in the world for education).

Tutoring Approach:

My teaching approach has been described as 'holistic', meaning that I aim to connect core ideas to the world around us. Previously, I motivated students by organising weekly school excursions to London's major galleries and museums which formed part of my learning strategy. This proved successful as students were encouraged to develop an interest in learning.

When applying learning strategies in the classroom, I explore the history of words and how words are formed and might have changed their meaning over time. To give an example, the word 'verb' comes from the Latin 'verbum' meaning 'word'. In this case, words that only describe an action, e.g. thinking or writing. In this way, I plant seeds (in form of stories) which form roots and grow into 'trees' (theories) since the mind works by association and categorisation.

Additionally, I managed challenging situations by continuously displaying a sympathetic and professional work attitude, gradually shifting the focus back onto the work. I understand that the role of a tutor requires specific abilities such as supporting individual students and attending to student's specific learning needs (Individual Education Plan).

Therefore, I only deliver subject-specific skills through prior planning and careful preparation. For instance, I would discuss and clarify the child's needs in relation to their academic development before commencing tuition. Therefore, parents/carers are informed about their child's progress during and after each lesson.

Proved to be successful within critical studies, I also introduce mind-maps (visual diagrams) that include central ideas surrounded by connected branches of associated topics. Research suggests that perceived low-ability students may benefit more from mind-mapping, helping with memory and organisation.

Tutor Resources: (free to download)

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Native Language: English (British)
Additional Languages: German
Availability: Weekends
References Available: Yes (✔ On File)

Qualifications:

  • Institute of Education, University College London (2017) - Outstanding (PGCE) (✔ On File)
  • Goldsmiths, University of London (2015) - 2:1 (Masters) (✔ On File)
  • Dublin Institute of Technology, Dublin, Ireland (2009) - 1st Class Honours (Bachelors) (✔ On File)
  • Bray Institute of Further Education, Bray, Co. Wicklow, Ireland (2007) - HND (College) (✔ On File)

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