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Experienced tutor and postgraduate at Paris Lodron University of Salzburg
I am a historian and art historian who recently completed two master’s programmes with distinction at the University of Salzburg in Austria and have been working as a tutor for 5 years both in a university setting with adults at the age of 17 to 70 and in an informal environment with children at the age of 4 to 15. As I am also trained as a classical guitarist and singer after having completed a 15-years education at an Austrian musical school and an experienced stage musician, I have been teaching classical guitar, singing and music theory as well as art history with a special emphasis on iconography and academic writing since 2015. Although I am a native German speaker, I also give one-to-one Italian and English lessons in a marketing company whereas I teach all of these subjects both face-to-face and via online learning structures such as Skype, Whatsapp and Microsoft teams. All my lessons are tailor-made regarding every individual student's wishes about contents, methodical and theoretical basics in order to make every lesson fun, enjoyable and the most useful for my students! If you are looking for an enthusiastic, passionate and patient guitar, singing, music theory, Italian, English, history or art history teacher who has lots of experience and loves to help you, your child or partner succeed in their chosen subject, I would love to offer my service.
I am passionate about teaching IT!
Having completed Secondary education as well as Sixth form, I gave it a go at university but decided it wasn't for me and now I am looking to give my knowledge within Maths, History and ICT/Computer Science to students alike! I am an avid programmer and amateur Web developer looking to start a business and maybe one day, one of you could work for me and have the life you've been dreaming about!
A qualified teacher of History, Philosophy and RE and MSc student at LSE
I am a qualified Teacher of History and RE with 3 years of experience teaching in secondary schools. I have taught both subjects from KS3 upto A-Level. I am currently studying for a Master's in MSc International Social and Public Policy at the LSE. I began as a trainee teacher at Robert Clack School in Dagenham, completing my NQT there, before moving to Plashet School for Girls in East Ham. At both schools, I was also the Head Coach of the Debate Society, leading teams to finals and competition wins. I have assisted with curriculum design, mentoring and pastoral matters. I have also been a private tutor since 2015, tutoring students in A-Level Philosophy and GCSE History. At UCL, I was a Student Ambassador and tutored students in group settings. I am a highly experienced, motivated and passionate teacher and always take my students' needs into consideration and adapt accordingly. My teaching style is personable, challenging and intellectual. My personal hobbies include playing drums, video games and running a Philosophy Book Club.
A newly qualified history teacher. Experience with pupil's 11-18.
I am a historian and a history teacher. I graduated with a 2:1 BA degree in history from Edge Hill University, in 2018, and subsequently qualified as a teacher in 2020. I attained both my PGCE and my status as a qualified teacher from the University of Cumbria. I have an experience with teaching a wide range of academic abilities and ages and seek to match a pupil's learning to their specific academic needs. My approach is to develop a set routine for pupil's. Pupil's enter the classroom with prior expectations from previous sessions. The lesson will always begin with a task which draws upon knowledge from prior learning. This task allows pupil's to settle in to the rythym of the lesson, while showing me that a pupil has retained a degree of knowledge. Normally, this will transition into a starter task which is linked to the title and objectives of the lesson. This forces pupil's to make a connection with the lesson objectives going forward. The middle section of the lesson aims to tackle the heart of the lesson objectives and pupil's will often work independently or in small groups to achieve this. While monitoring behaviour during this task, I will also monitor the progress of each pupil. Having pupil's complete their work independently allows me to assess how much of their learning is derived from me and how much is driven by themselves. Towards the end of the lesson I will expect that most of the class will have a firm understanding of the lesson content. For those who haven't quite grasped the content, efforts are made to ensure that they are focused more upon in the next lesson. Lessons generally consist of verbal discussion, source analysis, knowledge building exercises and essay style short answers (depending on the group's academic ability). A plenary is used at the end of a lesson in order to sew together the contents of the lesson, along with a pupil's understanding of the lesson objectives. In addition, it provides me with a clear image of whether the class has met the specified objectives set out at the start of the lesson