Eunice

I am diligent and encourage excellence as I believe education is the polishing of the whole man. I believe being prudent in attitude to work brings out better achievements.

I am currently enhanced-DBS approved. I can provide this to view upon request by clients.

Tutoring Experience

I have been tutoring primary and secondary school Mathematics, Biology, Chemistry and Physics for close to seven years albeit online for the past two years upon launching my online tuition business. This was right after completing my PGCE Secondary Mathematics course, attaining the higher Postgraduate Diploma level award at distinction levels for three out of four of my pedagogical and research essays .

I saw my input into the pupil was more enhanced when online, even in group settings. It was also easier to mark homework and set extension and challenging tasks. I just enjoy teaching and I love pushing pupils to learn. I also undertake private studies in Mathematics, Mathematics & Logic, and courses in Classical Education from the Hillsdale College, in my leisure time at night.

Examination boards: CAMBRIDGE IGCSE, AQA, EDEXCEL.

Tutoring Approach

Teaching style: Planning and delivery are home-education suitable. The approaches I use in securing a digital portfolio for pupils are essential for students in revision and dutifulness toward their own studies; parents in keeping a record of work, and, essential for any accountability purposes in the unlikely case of local authority inspections of home education.

I always email parents and the pupil a log of lesson plans which outlines the initial and ongoing edited plan of what was covered in the specification and any additional learning undertaken in course of the lesson. The numbered lesson plans also highlight homework tasks with deadlines as well as an update of homework feedback and points to focus on if not already highlighted in the marked homework itself. Lesson plans generally involve a starter/recap with a step up question to the topic to be treated in the lesson, and then after a few "I teach, we do, you do" cycles, we finish with a plenary and homework tasks are set. Working out answers is always encouraged in pupils as I need to see their reasoning to address underlying issues.

Irrespective of the lesson plan, I leave embedded questions for the pupil to try after one cycle of 'I do, we do, you do' and record the lesson screen for the pupil to have a copy of the lesson to review or download. This has helped to manage and mitigate points of misunderstanding or memory address in revision and homework tasks. I find this approach encourages Mathematical fluency, reasoning and problem-solving in pupils. And as a subscriber to the classical education and mastery models, I believe this makes the pupil conscientious in everything. I am very patient and consistent with procedures, adapting either by scaffolding up or down to the pupil's level, and finding engaging ways to help pupils remember what they have learnt without sacrificing good pedagogical practices.

I help my online clients, who often are home-educated, manage themselves by giving them journalling reflective notebooks to print that are custom-designed for them in personalisation. The aim is to help them develop an attitude of ownership for their studies and character-building, as well as their continued self-assessment of current targets and ultimate goals. I include models of reflection such as the E.R.A (experience, reflection, action) cycles ( Jasper, 2013) in combination with sign-off sections to help my student have accountability with parents who have reviewed and discussed the student's evaluation and targets for the week. The personalised journal also features cartoon characters, speech bubbles and iconic features to engage this aspect of learning and responsibility. It includes a weekly planner for my client to print out to record homework tasks and to tick these off. I also ensure my clients have printed copies of exam specifications and tick these off at the close of each lesson upon meeting a bite-sized portion of the specification that was targeted in the lesson objective.

Starting prices per hour are listed per subject and include the elements specified here. Any variation in price plan for auxillary needs and specialised approaches may be made upon request.