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I want to help you achieve amazing GCSE results!
I achieved 8 GCSE’s at Grade 7-9 Biology - 9 Chemistry - 9 Physics - 9 English Language - 9 Mathematics - 8 History - 8 Business Studies - A* English Literature - 7 Email me: eastsussextutors @ gmaIl.com for enquiries/questions or send me a message! 😁
Cambridge and Imperial Science grad. 15 years teaching experience.
Key Stage 2: Since 2017 I have been working as a science and maths teacher in a specialist SEND school with primary school-aged children with a wide range of learning difficulties, including ADHD, Asperger's. dyslexia, dyspraxia and dyscalculia. This has involved planning engaging and fun practical science experiments in line with the KS2 curriculum, and devising interactive maths lessons to help the students grasp basic numerical concepts . - Case study: "I", aged 9, with ADHD, dyscalculia, Asperger's. Science: "I" had a keen interest in the 'messy' side of Science, so our experiments were generally Chemistry-oriented, involving chemical reactions that invariably produced interesting substances, explosions or slime. He learned how to write up observations in his exercise book independently, and further explore the 'theory' behind our experiments. Maths: "I" struggled with counting and subitising, so we worked on counting forwards and backwards to 20, and subitising groups of 2, 3, 4, 5 and 10, using Dienes cubes and other objects. Eventually he could manage these tasks consistently and moved onto creating given monetary values using coins. Common Entrance: I have prepared numerous students for entry at 13+ at both normal and scholarship level for secondary schools including Eton, Westminster, King's College Wimbledon, Dulwich, Radley, Wetherby Senior etc, all of whom have successfully gained entry to their chosen schools. I have particular experience in the Eton King's Scholarship paper, and have coached 6 boys for this exam, 3 of whom are now current King's/ Oppidan scholars at the school/ college. - Case study: "A", Eton King's Scholarship exam. "A" was naturally very bright, but severely let down by poor exam technique, including badly structured 'long-answers' and extremely messy (often illegible) writing which prevented him achieving the high scores of which he was capable. We discovered that his handwriting deteriorated as a result of perceived time pressure, leading to him rushing his answers to the longer questions and spewing out garbage. Despite this, he invariably failed to complete a paper under timed conditions. We therefore focussed heavily on techniques for answering and structuring long answers appropriately and concisely. By understanding the proper way to answer questions, and that he could say more with less, his answers become both more legible and higher-scoring, and he was also able to complete the papers in time. He went on to earn the scholarship. GCSEs: My GCSE students have been by far my biggest cohort over the years. I am equally at home with Biology, Chemistry, Physics and Maths at this level, and have already taken a number of students through the first round of the new 9-1 Maths specifications. I have also home-schooled at least 7 students in these subjects (from memory!), meaning I have often had to teach the entirety of the specifications from scratch, and set and mark regular homework in addition to providing exam preparation. - Case study: "R", home-schooled, IGCSE Maths and Sciences "R" had been excluded from his school at the start of year 10 for behavioural reasons. However, he had been offered a second chance to return to his school on condition that a) he provided regular proof that he was continuing to study for his GCSEs in the form of notes etc. and b) he could achieve at least an A in his IGCSE Maths, which he was due to take the following summer, a year early. I was contacted to work on maths and the three sciences with him. We met 3 times a week, allotting equal time for each subject. "R" had either mislaid or simply not made any notes for any of his subjects, so we had to start at the very beginning, ensuring not only that he had a comprehensive set of notes on each subject, but that he was keeping them sufficiently organised that he might send copies to his school. Come the end of the year, "R" achieved an A* in maths and was offered a place to return to his original school. A-Levels/ IB: My A-Level/ IB specialism is Biology. Most years I usually take on at least 1 or 2 students at this level. Biology is notorious for being one of the most 'content-dense' A-Level/ IB topics and there is a lot of factual learning involved, combined with some complex concepts. Invariably the topics that cause students the biggest headaches are the biochemical pathways of respiration and photosynthesis. I find the best way to help students learn these is to get them to focus on the bigger picture - what is the purpose of each step, and the process as a whole? What are the important outputs? How does it all fit into the grand scheme of things? Biology becomes a lot easier to digest when the interconnectedness of all life processes is appreciated. Everything is a cog in a big living machine. - Case study: "H", OCR A-Level Biology "H" was studying Biology alongside 2 non-science A-Levels. She required two As and a B to get into her preferred course at university, and whilst she felt As were attainable in her non-science A-levels, she was struggling to meet the B grade boundary in her internal Biology tests and exams, often dropping to a D. After reviewing her mock scripts, it became clear that, besides an insufficiently deep understanding of certain topics, "H" had shortcomings in her exam technique. We initially identified the topics in which she struggled (mainly 'pathway' questions) and focussed on breaking these down and learning them inside out and back to front. We then moved onto practicing related long-answer exam questions, and establishing a consistent approach to answering them. "H" eventually became confident in tackling these topics and questions unassisted. She gained her B grade and her place on her preferred course.
Future York medicine student with good experience in getting into Med school.
Studied Geography (A*), Chemistry (B) and Biology (B) for A levels at Tonbridge. Currently on a gap year before studying medicine at York in September. GCSEs: 8A* - Geog, History, French, photography, maths, physics, chem, bio 2A - English Lang, English lit
TEFL/TESL certified English Tutor
British born, English teacher holding TEFL/TESL Masters certificate. I’m currently studying Korean and Chinese language, my Korean being at level 3 and Chinese at beginners. I studied in South Korea from May 2019- early March 2020 and will return in September this year to continue my studies and hopefully take up a teaching or interpretation course. I have some experience teaching first hand to small groups, one-to-ones and online students ranging from ages 6-32. So far my students have been from Asian countries such as Vietnam, China and Korea, but I’d love to branch out and meet other foreign students or those trying to learn English as a second or foreign language! I am excited to broaden my horizons and meet students eager to learn English! I hope we can create a space that encourages and motivates you to learn and study English! Let’s work well together!
Enthusiastic and experienced teacher
My name is Rhiannon and I am a fully qualified primary school teacher working in south London. I am a friendly, enthusiastic and patient tutor, with experience in helping students to understand topics they have difficulty with. My students have developed confidence in their learning, and have consequently acquired the skills they need to succeed in their education. I have a PGCE from St Mary's University, BSc from Exeter University and a TEFL advanced qualification. As a teacher, I have had experience of teaching years 2-6 and confident in the curriculum for KS1 and 2. Through my teaching experience, I have understood the importance of personalising learning to maximise student's engagement. My lessons are considered and engaging - I adapt well to the needs of my students and aim to develop lessons that are tailored to their learning environments. A typical lesson would include; correspondence prior to the lesson to understand the student's needs, and to ascertain which areas they would like to work on, detailed walk-throughs of concepts and techniques to develop understanding, practical and written activities to assess the students developing skills.
I have a PGCE from The University of Winchester and have been teaching for the past 8 years. I have experience from Reception /KG all the way to teaching adults English. I have worked in Dubai as a teacher and tutor for 3 years and now back in the UK. Always use fun techniques making sure my student is always engaged and making progress in their own time.
Passionate physicist looking to help students reach their potential.
I am an 18 year old student looking to start a Masters in physics at Manchester this September. I don’t have professional tutoring experience however I have mentored fellow physics and maths students at both A Level and GCSE and I love helping students reach their potential. GCSE: Maths - 9 Computer Science - 9 Physics - 9 Biology - 9 Chemistry - 9 A Level: Predicted (2020 exams cancelled) Maths - A* Further Maths - A* Physics - A* Computer Science - A
Dedicated tutor and who is ready to teach!
Biography I am a self-made person who started working after graduating high school. I do have an intention to complete my academic route, but this is for the future. I have worked in various spheres, customer services, hospitality, but all the time I would come back to tutoring since this is the job which I love and which makes me feel fulfilled. I self-study in my spare time, since along with my students, I am eager to learn. I have recently took up a Graphic Design course, as well as programming. I do Art and some writing as my hobbies. I am an avid animal lover, which is quite obvious since I have 7 cats. Teaching Experience I started tutoring at a quite young age since I have always been ahead of my class. I took particular joy in helping people and spreading my knowledge for the best of others. I started tutoring professionally in 2017 and after a brief pause I resumed my teaching responsibilities, as well as education consulting. I receive only top reviews from my clients for my successful work with both children and adults and helping them acquire top marks in their desired subjects. I pay special attention to the individual needs of each of my tutees and their goals. Based on that I create a personalised studying programme rich in diverse activities and media materials. I teach Maths for GCSE, A-level, IB and SAT, as well as Primary and Secondary school; English as a second language; Russian as a foreign language, Russian GCSE, A level and IB. I come across different clients, some are more demanding while others are more independent in their studies, some are 5 and others are 40+ - all of them say that I change their attitude towards the subjects I am teaching, they themselves notice the progress of our collaboration, as well as their school teachers, colleagues, family. I support my students in exploring the subject beyond the curriculum level, in reaching the depth of their understanding of the material rather than acquiring the superficial facts. I encourage my tutees to think out of the box and to aim further than their original goals. With education consulting, I provide my clients with full-time support in their application process, which involves setting up the application strategy, preparing the documents, filling in all the necessary forms, getting in touch with their selected education establishments. All of my clients were successful in their applications and referred me to their friends and family.
Resourceful tutor and undergraduate at University of Oxford
I have tutored students in my local area for a number of years, and through one-to-one teaching I have seen how an individualised approach can dramatically improve academic performance. I favour a collaborative style, working with the student to identify areas that they find difficult and through practice helping them to gain confidence. I also encourage my students to send me written work for feedback, which will always be returned on a quick and regular basis. I will also produce personalised revision packs and schedules to help structure work throughout the week. My tutorial style is relaxed and laid back, and I tend to gear a segment of each session into a discussion of what part of the syllabus the student finds the most interesting. Cultivating practical examination skills alongside a passion for the subject is the ultimate goal of my tutorials. While English Literature is my degree course, I have also tutored students for GCSE History and R.E. I can also offer guidance on university admissions, and specifically Oxbridge applications. I have just completed my final year of study in English Language at Literature at the University of Oxford, and have graduated with a first-class degree. I am well aware of the benefits of tutorial-based teaching and wish to impart some of the techniques and skills I have acquired over the past three years to students working at all levels. Having undergone A-levels and GCSEs not too long ago myself, I am conscious of what examination boards are looking for from candidates, and how simple techniques (acquiring the right vocabulary; addressing questions appropriately; arguing with intent) alongside broadening your knowledge of the subject outside of the confines of examinations (reading around the texts, dipping into accessible parts of criticism, exploring topics not typically covered in school) can both improve the grade of a student while also instilling a greater appreciation of the subject in general. Having worked as an Admissions Helper at Hertford College, I have experienced both sides of the university admissions process and would be happy to help prospective undergraduates with their university applications.
I'm very passionate about teaching, friendly and always approachable.
I have been a private swimming teacher for 5 years, during which time I got my Masters degree in Physics at Loughborough University. After this I achieved my CELTA qualification for teaching English as a foreign language with International House in Thailand. Before this time I have been a Maths tutor for both Primary and Secondary level children. Part of the third generation of teachers in my family I understand and believe that learning happens through understanding not just remembering. I feel the education is much stronger when I can help someone find a route to an answer themselves instead of giving them the answer and telling them how to get there.