I moved to the UK when I was only 2 years old and so I have a fairly good grasp on the demands and syllabus of the British education system from primary to secondary to A level. Since having gone through each stage, I've come to realise I have a strong desire to help others see their goals achieved in the academic sphere of their life.
I left school with 4 A levels (English literature, History, Further Maths), 12 GCSEs and a FSMQ (taking the new 9-1 Maths, English literature and language syllabus). This is not a claim to being a genius, rather, it is simply because I enjoyed my subjects and recognised that exam technique and passion could get me a long way through school. The memory of school is still fresh in my mind and I want to find a way to help others learn to love learning, discussing and thinking independently so that their exam results can also reciprocate their passions!
My pupil was a 7-year-old girl who was naturally vibrant and excited to learn Mandarin. I had to tailor my lessons to suit her interests and pace the lesson according to her skill level. I tracked her progress with Excel, using data collected from her completed homework and worksheets that I had created. The greatest challenge was the fact that her guardians were not able to help her at home as they couldn’t speak the language, hence I used Quizlet to give her regular practice outside of our lessons.
I also undertook some voluntary work for a month at the Weybridge Kumon tuition centre where I learnt about the Kumon teaching method.
I endeavour to plan my lessons around learning and exploring new interpretations and methods of approaching a text or question, although this will largely depend on what level the student is at and I would try to tailor it to the individual as well as to resonate and illuminate what they learn at school. At higher levels of secondary education, I would start encouraging students to plan answers to possible essay questions, map out themes and potential ways to approach an answer and practise writing a paragraph or a full essay, gradually introducing timed conditions.
With Maths, the same style applies although to a different set of skills. Lessons are planned around set topics, giving students time to digest methods to tackle problems after they are introduced then finding ways to engage them in working out problems, gradually with less direction.
I would be very happy to negotiate the rate if necessary!
Exam Board Experience
GCSE AQA: English Literature, English Language
GCSE Edexcel: Maths
GCSE OCR: FSMQ (Additional Maths)
A level Edexcel: Maths and Further Maths
A level OCR: English Literature