Timothy

Hi! My name is Timothy. I am currently a medical student and I have completed A-Levels in Chemistry, Biology, Maths and RS, in which I got 4A*s. I currently tutor Chemistry, Biology, Religious Studies, English Language and Maths (varied between KS3, GCSE and A-Level stage). What makes my lessons stand out from the rest is that I know the pressures of GCSEs and A-Levels and I understand the most recent methods of teaching and specifications in place. Being a COVID-19 pandemic student, I was given a key perspective on revision, hard work and work ethic that lead me to complete my Maths A-Level a year early and get one of the highest Chemistry results in Northern Ireland. This was simply not over-complicating A-Levels, because we all know how stressful they can be. By maintaining this level of calm within the 'storm', I was able to do my exams with a level head. I want to share this with my potential students by tutoring with the best study plan for A-Levels and GCSEs! I can't wait to meet you all and I hope you enjoy my classes and get your desired grades.

Hmm... a fun fact about me, let me think... I love eating ice-cream with a fork!

Tutoring Experience

I’ve been tutoring for over a year now (both online and in-person), and I have been able to learn the best way in which a lesson should be conducted. I am familiar with a range of exam boards e.g., OCR, Edexcel, CCEA, AQA etc. and this has helped with smooth lesson running and understanding different exam techniques and expectations.

Tutoring Approach

I typically start my lessons with a short recap (involving summary and questions) of last week’s content, to stimulate and promote retention (this lasts for about 10 minutes). We then will progress into the topic of the lesson, starting with our lesson objectives and into teaching. If a student requires just exam practice, this main section will be via past paper review instead of teaching of class material. It is always important to ask your student how they are coping and if they have any questions- and I do this frequently within our lesson, so a student feels comfortable to express feelings on areas of difficulty. After our teaching/review time, I have a brief “problem-targeting” period, with fast paced questions on the content taught and maybe a short video, so the student can hear the material from another voice- again to build retention and understanding.
Through all this, the aim is to support remembrance of the material taught and provide the student with the skills and agility to approach exam questions where the topic isn’t always obvious.