Robert

Hi, I am Robert, a recent French and Arabic graduate from the University of Cambridge. I began tutoring part-time right after finishing university in summer last year, and have been enjoying it so much that I am now looking to become a full-time tutor.

I have loved learning languages for as long as I can remember, which led me to study four in total during my time at school and university. These include French (GCSE, A-level, University), Spanish (GCSE, A-level), Arabic (University), and German (GCSE). I achieved an A* in all of my language exams at GCSE and A-level, as well as a 2.1 at university.

Tutoring Experience

I began tutoring French, Arabic, and Spanish to GCSE and A-level students in August 2023, and have now completed over 140 lessons. During this time I have helped my GCSE Spanish student increase his grade from a 3 to a 7, my GCSE French student increase his grade from a 6 to an 9, and another of my GCSE French students go from a complete beginner to achieving a 5 in her mock exams.

Furthermore, I also have experience helping students get into Oxbridge. At the end of last year, I had several sessions with an aspiring Cambridge student, in which I helped her to prepare for her interviews and admissions examinations, and I am glad to say she received an offer at the start of this year.

Finally, I also have experience tutoring English as a second language. In 2021, I worked as an English teacher in France for 4 months, alongside which I also did some private tutoring (around 50 sessions in total).

Tutoring Approach

I am a firm believer in the need for tutors to be able to adapt to each student's requirements. It is for this reason that I encourage my students to take the lead in deciding how our sessions should be structured, as no one understands where they need help better than they do. In practice this often means coming to the lesson with marked work or homework that we will spend the lesson talking through, focusing on the aspects they find particularly difficult.

However, I also understand that some students are less clear on exactly what they need to work on in order to increase their grade. With this type of student, I would identify which areas they need to work on, predominantly through tests, and use their performance in these tests to inform how I design each session.