I took a First in Classics at Balliol Oxford this year and an exhibition from my college. Currently I am currently an MA in Ancient History in London. References are available and my rates are also negotiable. I have had a lot of experience tutoring a range of levels and ages and have been teaching seriously for four years now.
I taught tutees of all levels and ages from 7-18. I have mainly taught for Common Entrance exams (including at scholarship) and my pupils have had a high success rate in getting into their first choice schools and achieving their potential. I have also taught in groups and would be willing to tutor up to three children in the same subject at a time. I have had practice in preparing students from interviews both for scholarship for 13+ and for preparing personal statement and interview skills for Oxbridge.
Recent experience includes:
September 2011-June 2012: Volunteered for the Iris Project teaching Latin to primary school children
September 2011-June 2014: Tutored Common Entrance Latin, Science and French to prep school pupil
September 2013: Tutored pupil for scholarship interview and Common Entrance
September 2012-June 2013: Tutored GCSE Physics, Chemistry and Biology to secondary school pupil
September 2012- Present: Tutor primary school age twins in Ancient Greek and Latin
September 2014-Present: Tutor to 13 year old boy in all subjects
September 2014-Present: Tutoring A-Level
September 2014-Present: Tutoring specially designed Ancient History to 14 year old pupil
September 2014-Present: Tutoring Maths, Science and French to 11 year old pupil
Although I believe that each pupil deserves and requires teaching tailored to their needs and abilities there there are some general approaches to teaching which I always employ. The first is a heavy emphasis on rewarding and praising my pupil for the work they have done and the effort they have made. I have found that consistently my tutees respond well to positive reinforcement and recognition of even the slightest effort on their part. Often emphasis on achievement encourages interest and the inclination to pursue a subject further and with greater zeal.
Another approach which I take is that even students who are struggling are capable of achieving in a particular subject. I don't employ a 'let's scrape by attitude' nor do I ever tell students that they don't have the capacity or ability in any academic field or pursuit. Often pupils find subjects hard or difficult because they have developed the feeling that they are incapable, so I try to work to show them that this is not so, and to let them see their own potential in a subject. I don't ever tell anyone that a subject is too hard for them or that it isn't their strong suit. It is most often untrue and always unproductive.
|Availability||Weekends, Weekdays (all times)|
|References Available||On File|
|Oxford||2014||Bachelors||BA Literae Humaniores|
|Queen's Gate School||2008||School||Ten GCSEs at a*|
|Queen's Gate School||2010||School||Five A levels at A and one AS at A|
|Unpublished feedback (Usually negative)||0|