Grimethorpe Tutors and Grimethorpe Tuition
UK Tutors allows you to find Grimethorpe teachers in your local area and across the UK. Our Grimethorpe home tutors offer popular subjects like English, Maths and Biology as well as other niche subjects such as Portuguese. Our private Grimethorpe home tutors also cater for Entrance exams, SATs, GCSEs and A-Levels home tuition all around Grimethorpe.
Our simple search will display private tutors in your local area according to their proximity from you. We offer subjects that include, but are not limited to, English, Maths and Biology from primary level through to GCSE, A-Level plus undergraduate level tuition. Also before making final arrangements with a tutor you can check they cover your syllabus (such as AQA, EdExcel or OCR exam boards) before releasing their contact details and commencing tuition.
We're constantly looking for new local tutors that are able to provide private tutoring services in Grimethorpe or in any of the other regions we cover. You can click here to register with UK Tutors and create your own personal tutoring profile and begin receiving tuition requests all year round.
A random selection of our tutors can be seen below:
Availability: Weekdays (all times)
Types of Tutoring: Travels to you / From their home / Online
Info: I am an experienced, friendly and approachable lady working on a freelance basis and am still involved with High School teaching in the Leeds area. I worked in industry before deciding to fulfil my ambition to become a teacher. My experience as ...
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Personal Description:
I am an experienced, friendly and approachable lady working on a freelance basis and am still involved with High School teaching in the Leeds area. I worked in industry before deciding to fulfil my ambition to become a teacher.
My experience as a private tutor has been extremely rewarding over the years and I have seen every one of my students go from strength to strength, and am proud to say that they have all enjoyed the one to one experience.
Teaching Experience:
I have twenty years' experience of teaching English in High Schools -class teaching and one to one tuition. My expertise also incorporates teaching English as a second language having gained a Trinity qualification in Barcelona.
Over the years I have had considerable success with a variety of students, improving achievement levels and GCSE grades.
Tutoring Approach:
I am a very friendly person who tries to make learning fun. I understand the frustrations of young people who are demotivated and struggling to make sense of the English curriculum. My view is that there has to be a two way process and I will encourage the student to develop independent learning skills.
Practising a holistic approach allows young people to achieve their full potential through an appropriate tailor-made study plan. This will support their individual needs and requirements for personal and educational development.
I am happy to teach students in my home or the student's-depending on distance. Travel expenses would be charged if not in my local area-LS17 (North Leeds).
Subjects
- English
- Up to 11 years (primary) (£25 p.h.)
- 11+ (secondary) (£25 p.h.)
- GCSE or Standards (£25 p.h.)
Availability: Weekends / Weekdays (all times)
Types of Tutoring: Travels to you / From their home / Online
Info: I'm a very approachable person who interacts well with students of all ages. Most would say that I have a positive outlook on life and always leave a positive impact on those I meet. I'm friendly, down to earth and honest. My philosophy is that studi ...
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Personal Description:
I'm a very approachable person who interacts well with students of all ages. Most would say that I have a positive outlook on life and always leave a positive impact on those I meet. I'm friendly, down to earth and honest. My philosophy is that studies don't have to be boring, and I always use my career as a teacher/tutor as testament to this.
I enjoy a variety of different things such as arts, culture and cuisine. My hobbies include drawing comic strips, magna, anime and playing electric bass. I am open minded and welcome students of any age, race, background and culture as an honour for me to teach.
Teaching Experience:
Over 19 years experience teaching and tutoring in and out of classrooms. I have taught both in the UK and abroad. I am one of the few teachers in London who is able to teach Mathematics, English Language, English Literature and the three respective Sciences to A* at GCSE.
Valid DBS
School/Classroom references available
Tuition references available
Tutoring Approach:
Each student is different, and I feel it an insult to my students' integrity to tell them how to revise when first meeting them. Through my experience teaching, there is no right way to study, but there are a variety of 'better' ways to make the best grades for each person's potential.
Many students approach me frustrated that they often don't achieve the same calibre as their peers despite the hours they put in. Often it is due to the fact that they aren't their peers and a different approach to revision and homework is required. I believe in working smart before working hard.
We'll tailor a program as a team, and prioritise it factorising your: current ablities, time proximity, and scope of subjects you'd like to cover.
Subjects
- Combined Science
- Up to 11 years (primary) (£90 p.h.)
- 11+ (secondary) (£90 p.h.)
- GCSE or Standards (£90 p.h.)
- Adult/Casual learner (£120 p.h.)
- Physics
- Up to 11 years (primary) (£90 p.h.)
- 11+ (secondary) (£90 p.h.)
- GCSE or Standards (£90 p.h.)
- Chemistry
- Up to 11 years (primary) (£90 p.h.)
- 11+ (secondary) (£90 p.h.)
- GCSE or Standards (£90 p.h.)
- Biology
- Up to 11 years (primary) (£90 p.h.)
- 11+ (secondary) (£90 p.h.)
- GCSE or Standards (£90 p.h.)
- Maths
- Up to 11 years (primary) (£90 p.h.)
- 11+ (secondary) (£90 p.h.)
- GCSE or Standards (£90 p.h.)
- A-Level or Highers (£90 p.h.)
- Adult/Casual learner (£120 p.h.)
- English
- Up to 11 years (primary) (£90 p.h.)
- 11+ (secondary) (£90 p.h.)
- GCSE or Standards (£90 p.h.)
- A-Level or Highers (£120 p.h.)
- Further/Higher (university) (£140 p.h.)
- Adult/Casual learner (£120 p.h.)
Availability: Weekdays (evenings)
Types of Tutoring: Travels to you
Info: I was born and grew in France, and came over to Bath University to do my higher education, a MEng in Aerospace Engineering. I am friendly and easy to talk to, and will be glad to help with anything relating to French. ...
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Personal Description:
I was born and grew in France, and came over to Bath University to do my higher education, a MEng in Aerospace Engineering. I am friendly and easy to talk to, and will be glad to help with anything relating to French.
Teaching Experience:
I have regularly helped my friends with their French homework, giving me an understanding of what is expected of learners at different levels.
Tutoring Approach:
Although the learning will always be fun and enjoyable, I will always make sure that we meet the goals that are set.
Subjects
- French
- A-Level or Highers (£20 p.h.)
- Further/Higher (university) (£20 p.h.)
- Adult/Casual learner (£20 p.h.)
Availability: Weekdays (evenings)
Types of Tutoring: Travels to you
Info: My name is Oyinkansola Davina. I am 189years of age and am currently studying International Relations at Richmond the American International University. I finished my secondary school in Nigeria but previously I schooled in the United Kingdom. ...
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Personal Description:
My name is Oyinkansola Davina. I am 189years of age and am currently studying International Relations at Richmond the American International University. I finished my secondary school in Nigeria but previously I schooled in the United Kingdom.
Teaching Experience:
I do not have any but I have worked with children before and helped in tutoring my family members.
Tutoring Approach:
Talking to parents to find out and work through the child's problem and take it step by step until they understand and branch out into other problems. Not to pressure the child into something they can not handle or making the frustrated but instead make it fun and understanding for the child.
Subjects
- Maths
- Up to 11 years (primary) (£15 p.h.)
- English
- Up to 11 years (primary) (£15 p.h.)
Availability: Weekends / Weekdays (all times)
Types of Tutoring: Travels to you
Info: I have a BA History (2:1) degree from Plymouth University. In October 2014 I will be studying the Graduate Diploma in Law at BPP University in Bristol. ...
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Personal Description:
I have a BA History (2:1) degree from Plymouth University. In October 2014 I will be studying the Graduate Diploma in Law at BPP University in Bristol.
Teaching Experience:
I am a confident new English teacher. I am CELTA qualified (May 2014). I am working this summer at the Language Study Center in Bristol with 11-18 year old`s.
Tutoring Approach:
*Available August 2014* Conversational/everyday English.
Subjects
- English (Foreign Language)
- Up to 11 years (primary) (£15 p.h.)
- 11+ (secondary) (£15 p.h.)
- Adult/Casual learner (£10 p.h.)
Availability: Weekdays (daytime)
Types of Tutoring: Travels to you / From their home / Online
Info: I very much enjoy tailoring sessions specifically to each student I teach. I enjoy the satisfaction tutoring brings when the student gains a new understanding of their subject and when we unlock potential together. Confidence is key and I enjoy seei ...
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Personal Description:
I very much enjoy tailoring sessions specifically to each student I teach. I enjoy the satisfaction tutoring brings when the student gains a new understanding of their subject and when we unlock potential together. Confidence is key and I enjoy seeing this grow throughout our sessions.
I have been a professional theatre actor and freelance drama teacher for ten years. As an actor, my passion for language helps me to understand and analyse literature, and I enjoy applying my politics degree to the work of playwrights. As a drama practitioner, my work with a huge variety of students of different ages and backgrounds helps me adapt to student's personalities and key into their needs quite quickly.
Teaching Experience:
- Improvisation teacher for adult learners, Hoopla Impro, London. 2020 - Present
Tutor, A-Level English, OCR Board, Jan 2018 - Present
- Mentor and Improvisation Tutor, 12 year old boy, Feb 2018 - 2020
- Tutor, SATS, Feb 2015 - July 2016
Prepared an 11 year old girl for her KS2 English SATS. After 4 weeks we tripled her mark in reading and she is glowing with renewed confidence.
- Tutor, London International Tutors Jun 2014 and Feb 2015 - Present
Intensively prepared a 17 year old student for his International Baccalaureat in Drama. Advised on essay structure and strategies, time management, clarified and deepened his subject knowledge, improved his public speaking and presentation abilities, developed his motivation and confidence. All of his other subjects also improved as a consequence of the strategies I used. He is mow ay university doing his first-choice course.
- LAMDA Exam Coach Sep 2011 - Present
Preparing adults for drama school entry, professional actors for auditions and 6-12 year old students for LAMDA Examinations.
-Sep 2015 - Present.
Freelance workshop facilitator and drama coach. Clients are community groups and charities, which include DreamArts Westminster, High Trees Lambeth and Studio 23.
- Drama Teacher, Stagecoach Theatre Arts Sep 2007 - 2015
Planning, designing and facilitating drama and movement workshops for young people aged 7-16, and writing and producing work for performance.
- Venue Director, The Shakespeare Schools Festival, 2011 - 2014
Completed an acclaimed training course in Shakespearean workshop facilitation based on research by the Central School of Speech and Drama and the National Theatre. Ran workshops with students based on Shakespearean text, delivery and movement. Oversaw the production of Shakespeare plays presented by schools in professional theatres throughout the UK. Delivered critical appraisals of the students' work, and wrote reports on the events.
- Drama Teacher, Helen O'Grady Drama Academy 2010 - 2012
Taught an internationally acclaimed curriculum in speaking, vocal technique, movement and performance to students aged 5 to 16.
- Drama Teacher, North London Schools International Network 2010
Commissioned to deliver a drama workshop with the aim of fostering cooperation and respect between Tottenham primary schools.
- Drama Teacher, Improvisation, Arcola Theatre, London Sep 2007
Designed and delivered an improvisation workshop for children aged 10-14 for the Arcola's Outreach Education programme,
to nurture their confidence and creativity.
- Creative Director, Creative Station, Co. Clare, Ireland Mar 2006.
Founded 'Creative Station', writing and delivering a summer course in Drama, Music and Art, based on Roald Dahl's James and the Giant Peach. We nurtured 'The Three Cs': Confidence, Creativity and Communication.
- Teacher, Extra Language Needs, Holy Family School, Co. Clare, Ireland 2004 - 2005
Devised and taught programmes in spoken language and literacy to children aged 4-8 who were falling behind their mainstream learning targets. Taught English as a Second Language.
Tutoring Approach:
Every student is an individual and learns in a different way. I like to work with the student to identify any blocks that are holding them back; we gain enormous satisfaction from us moving past these blocks together.
I help students develop their confidence in their own abilities through achievement, and I find that this confidence helps them do better than they ever thought they would. The relationship between tutee and tutor is important and I find building trust is essential for success.
Subjects
- Drama
- Up to 11 years (primary) (£50 p.h.)
- 11+ (secondary) (£50 p.h.)
- GCSE or Standards (£50 p.h.)
- A-Level or Highers (£50 p.h.)
- Adult/Casual learner (£60 p.h.)
- English
- Up to 11 years (primary) (£50 p.h.)
- 11+ (secondary) (£50 p.h.)
- GCSE or Standards (£50 p.h.)
- A-Level or Highers (£50 p.h.)
Availability: Weekends / Weekdays (all times)
Types of Tutoring: Travels to you / From their home / Online
Info: I am happy to offer you English, French, Spanish and Russian lessons tailored to your needs. I am a qualified teacher with 13 years` experience in Moscow, Paris and London. I graduated from Moscow Pedagogical State University and Pushkin Institu ...
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Personal Description:
I am happy to offer you English, French, Spanish and Russian lessons tailored to your needs.
I am a qualified teacher with 13 years` experience in Moscow, Paris and London.
I graduated from Moscow Pedagogical State University and Pushkin Institute. I hold a Master of Education (distinction). Additionally, I passed the CELTA in Paris and acquired a further DELTA qualification.
I am bilingual in English and Russian and fluent in French and Spanish, so I have always been a part of improving children's cognitive development and helped navigate three different worlds as a majority of my students have been more or less exposed to two or three cultures simultaneously.
I am a well-organised strong classroom performer who is able to effectively communicate with students from diverse backgrounds, varying degrees of ability and ages. Teaching groups and one to one teaching is equally rewarding. However, this is the latter one that gives you an amazing possibility to tailor the session towards the needs, level and capability of a student.
By using my enthusiasm felt by learners and readiness to experiment, I can maintain a positive climate where students can reach their full potential.
As an inspirational teacher with high personal standards, I am committed to the learning and development of my students. I have high expectations of both myself and my students, and show an interest in every student as an individual.
I feel that my greatest strengths are my ability to inspire love of languages in students, to motivate them in developing a lifelong enthusiasm for learning.
I work with students of different levels (Beginner, Elementary, Pre-intermediate, Intermediate, Upper-Intermediate, Advanced) and age groups (preschool children, schoolchildren, students, adults).
I also prepare students for Cambridge (Starters, Movers, Flyers, KET, PET, FCE, IELTS/TOEFL)
Oxford (SELT) exams,
TOEFL,
GESE (Trinity),
IELTS Academic, General training, Life skills
GCSE in French, Spanish and Russian,
TRKI in Russian.
Teaching Experience:
Welcome Language School - Moscow
ENGLISH & FRENCH TEACHER 2008-2010
PRIVATE ENGLISH, FRENCH, SPANISH & RUSSIAN TUTOR 2010 - present
Duties:
Giving one-to-one tuition in English, French, Spanish and Russian and offering
personalised lessons, tailored to students' needs.
Teaching Russian as a first and foreign language.
Planning and teaching a high quality academic programme.
Teaching different aspects of the language: vocabulary, phonetics,
grammar.
Teaching students how to work with text as well as specifically reading,
writing, listening and speaking.
Preparing handouts, presentations and other forms of material to help
students learn, remember and use vocabulary in speech correctly.
Teaching grammar through conversation.
Preparing students for examinations, such as GCSE in Russian, Spanish and French, TRKI in Russian, IELTS, TOEFL, GESE.
Lyceum "Arc-XXI" (private school) - Moscow
RUSSIAN & ENGLISH TEACHER 2010-2012
International English School (private school) - Moscow
ENGLISH & FRENCH TEACHER 2012-2016
Duties:
Teaching Russian, English and French to mixed-level classes.
Tailoring teaching methods to suit the needs of individual students.
Teaching Listening, Writing, Speaking and Reading skills.
Helping students to improve their conversational and vocabulary skills.
Preparing and performing short plays during class-time.
Preparing course material and creative handouts.
Teaching with project-based learning.
Marking students' work, giving appropriate feedback to students and
encouraging them to ask questions and express their difficulties.
Arranging motivating homework for students.
Devising and writing new curriculum materials.
Taking schoolchildren on educational trips to London as a group leader.
Organising school events for British Holidays.
Jurying scientific conferences.
Preparing students for examinations, such as SELT, Cambridge English:
Young Learners, KET,PET, FCE, IELTS, DELF/DALF, The Unified State
Exam (ЕГЭ, ОГЭ) and administrating examinations.
Teaching students who have experienced difficulty with mainstream
education.
Frances King School of English - London
EFL TEACHER SUMMER TEENAGER PROGRAMME 2017, 2018
Regent London - London 2018
Speak Up London - London 2018 - present
EFL TEACHER
Duties:
Planning and teaching a high quality academic programme.
Providing students with an exciting and stimulating experience of
London, supervising students during activities in the afternoon.
Teaching different age groups and making lessons as
alive and interesting as possible.
International House - London 2019 - present
RUSSIAN & FRENCH TEACHER
Duties:
Teaching the languages to groups of adults.
Arranging motivating and engaging activities for students.
Teaching grammar through conversation.
Teaching the languages through culture.
Developing own syllabus.
Tutoring Approach:
I prefer teaching language through culture, teaching with project-based learning. The most important duties are those of
✓helping students to improve their conversational and vocabulary skills,
✓arranging interesting homework for students,
✓teaching grammar through conversation,
✓giving appropriate feedback
✓encouraging them to ask questions and to express their difficulties,
✓preparing students for external examinations,
✓keeping up to date with development in the world of teaching.
Subjects
- Spanish
- Up to 11 years (primary) (£60 p.h.)
- 11+ (secondary) (£60 p.h.)
- GCSE or Standards (£60 p.h.)
- A-Level or Highers (£60 p.h.)
- Adult/Casual learner (£60 p.h.)
- Russian
- Up to 11 years (primary) (£60 p.h.)
- 11+ (secondary) (£60 p.h.)
- GCSE or Standards (£60 p.h.)
- A-Level or Highers (£60 p.h.)
- Further/Higher (university) (£60 p.h.)
- Adult/Casual learner (£60 p.h.)
- Entrance Exams
- Up to 11 years (primary) (£60 p.h.)
- 11+ (secondary) (£60 p.h.)
- GCSE or Standards (£60 p.h.)
- A-Level or Highers (£60 p.h.)
- Further/Higher (university) (£60 p.h.)
- Adult/Casual learner (£60 p.h.)
- French
- Up to 11 years (primary) (£60 p.h.)
- 11+ (secondary) (£60 p.h.)
- GCSE or Standards (£60 p.h.)
- A-Level or Highers (£60 p.h.)
- Further/Higher (university) (£60 p.h.)
- Adult/Casual learner (£60 p.h.)
- English (Foreign Language)
- Up to 11 years (primary) (£60 p.h.)
- 11+ (secondary) (£60 p.h.)
- Adult/Casual learner (£60 p.h.)
Availability: Weekends / Weekdays (evenings)
Types of Tutoring: Travels to you / From their home / Online
Info: Current Head of Geography. Approachable, friendly and more than anything, a very enthusiastic Geographer having travelled extensively worldwide and ran trips for secondary school aged students to diverse locations. Able to tutor Geography KS3, KS4 ...
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Personal Description:
Current Head of Geography. Approachable, friendly and more than anything, a very enthusiastic Geographer having travelled extensively worldwide and ran trips for secondary school aged students to diverse locations.
Able to tutor Geography KS3, KS4/GCSE and KS5/A Level. GCSE can easily adapt to any exam specification. For A Level, the AQA exam specification/board is my speciality.
Teaching Experience:
Geography teacher for 18 years.
Head of Geography for 13 years at a large and highly respected school in NW England.
Geography degree from red brick university, Geography Teaching qualification (PGCE) at distinction level as well as a Masters in Education (Geography specialised) at distinction level.
Secured outstanding results over many years, including great value added scores with students going on to red brick universities and Oxbridge and other high profile London universities.
Fully up to date in teaching methodology for all levels and Geography examinations, having been an examiner and completed a Masters analysing examined Geography education. Also ran subject specific training for Geography teachers and written academic journal articles.
Tutoring Approach:
Individual - happy to adapt according to the needs of the pupil.
On first meeting, will discuss and assess requirements and tailor to suit.
Subjects
- Earth Science
- 11+ (secondary) (£25 p.h.)
- GCSE or Standards (£30 p.h.)
- A-Level or Highers (£40 p.h.)
- Geography
- 11+ (secondary) (£25 p.h.)
- GCSE or Standards (£30 p.h.)
- A-Level or Highers (£40 p.h.)
Availability: Weekends / Weekdays (all times)
Types of Tutoring: Travels to you / From their home / Online
Info: I am an enthusiastic and approachable Teacher who is passionate in teaching children to progress and learn. I am well-organised and highly motivated. I am flexible in my approach to teaching, delivering in the style of the children's needs and their ...
View Alana's profile or Quick View
Personal Description:
I am an enthusiastic and approachable Teacher who is passionate in teaching children to progress and learn. I am well-organised and highly motivated.
I am flexible in my approach to teaching, delivering in the style of the children's needs and their way of learning. I have high expectations of all students and encourage them to reach their full potential. I use various teaching styles and assessment techniques. Positivity and independence from the children are encouraged.
Teaching Experience:
I have worked as a Class Teacher for nearly 20 years in local Schools. Although my subject specialism is in English, I have an interest in both Maths and English subjects.
I also have significant experience of working with children on a one-to-one basis and in small groups delivering a series of Maths and English GCSE sessions. I have delivered interventions to small groups of children and on a 1:1 basis at primary level. Planning & preparing Maths, Reading, Grammar & Writing activities. Involved planning, creating and organising resources, creating fun, engaging and creative lessons, enforcing independence, delivering skills-led series of sessions, encouraging progression of skills and differentiating activities.
Tutoring Approach:
I have a flexible, adaptable and positive approach to tutoring. My aim is to for children to fulfil their potential. I teach in the style of the children's needs and their way of learning. I am flexible and adaptable. I use various teaching styles, such as the VAK (Visual, Auditory & Kinaesthetic) and identify which one would be the most suitable for the child. I also use various assessment techniques and provide feedback.
I begin a topic by addressing any gaps in children's knowledge and learning. The Learning Objective is clearly focussed upon in each session. I always provide stimulating and engaging activities suited to the child's needs. I introduce each topic and model examples, addressing any misconceptions from the child. Children then have opportunity to complete the tasks and then assess their own learning at the end of each session.
Overall, I am to provide a personalised tuition programme for each child adhering to the requirements of the national curriculum. I aim to deepen understanding by linking activities to the other areas of the curriculum and in wider society.
Subjects
- Entrance Exams
- Up to 11 years (primary) (£20 p.h.)
- Maths
- Up to 11 years (primary) (£20 p.h.)
- 11+ (secondary) (£20 p.h.)
- GCSE or Standards (£20 p.h.)
- English
- Up to 11 years (primary) (£20 p.h.)
- 11+ (secondary) (£20 p.h.)
- GCSE or Standards (£20 p.h.)
Availability: Weekdays (all times)
Types of Tutoring: Online
Info: PLEASE SEE 'TUTORING EXPERIENCE' BELOW FOR THE MOST IMPORTANT PARTS OF THIS PAGE, THE RESULTS AND FEEDBACK I am an Oxford graduate (English language and literature, first class), as well as a qualified English teacher, and have been tutoring since ...
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Personal Description:
PLEASE SEE 'TUTORING EXPERIENCE' BELOW FOR THE MOST IMPORTANT PARTS OF THIS PAGE, THE RESULTS AND FEEDBACK
I am an Oxford graduate (English language and literature, first class), as well as a qualified English teacher, and have been tutoring since 2013. My specialism is A-level English literature.
Please get in touch for online English tuition, particularly if you are or your child is
Preparing to take A-levels in 2026/27
Doing coursework
Working on the basis of continuous assessment, mocks, etc.
Or planning to do / doing an English degree
I graduated from the University of Oxford with a double first in English language and literature, winning the prize for the best performance in English finals at Mansfield College, and the college essay prize. At school, I was awarded eleven GCSEs at A-star and three A-levels at A.
As well as tutoring, I have worked as a researcher, a copywriter, and a proofreader. I have also completed a PGCE in secondary English at the UCL Institute of Education, the highest-ranking college of education in the world ('QS World University Rankings'), during which I taught all age groups at two west London secondary schools, and received A's for my master's-level assignments. I am currently pursuing a PhD in English literature at the University of Buckingham.
As well as English tuition at any level, I can help you or your child with the following:
Oxbridge entrance (the admissions process, practice interviews, the ELAT, etc.)
Essay surgery - how to structure and write an essay
How to revise - note-taking, organisation, making connections, committing to memory
Grammar, punctuation, and style (a.k.a. 'usage and abusage')
Speech-writing and public speaking
Proofreading and redrafting essays
Suggested reading and resources, including access to my library of 'TES' resources
Creative writing
How to annotate, analyse (and enjoy) English literature - sometimes known as 'close reading' or 'practical criticism'
If you'd specifically like written feedback on your writing - more like a correspondence course - then I can also provide that.
In my spare time I enjoy cycling, writing, and photography.
Teaching Experience:
I have been tutoring since 2013, teaching English at all levels (including degree level), as well as A-level religious studies and classical civilisation. I have taught AQA, Edexcel, OCR, WJEC/Eduqas, and CAIE (Cambridge International), and am constantly familiarising myself with the new texts that my students are studying. I have experience helping students who have autism and ADHD. And I am interested in the role of generative AI and large language models in education, not to write students' essays for them, but as research assistants for students and teachers alike. It is of course important that students do not get the likes of ChatGPT to write their essays for them, among other reasons because they will not be able to do so in the exams. Tutoring is well placed to discourage this, since it has always been my practice to ask my students many questions about every essay they write.
*
A student, June 2025: 'thank you very much for all the sessions! It has not only boosted my confidence in English literature but they really reminded me of how much I love the subject. It's always a pleasure to discuss nuance readings of the texts, and it has been a great help leading up to my exams.'
Charlotte, a parent, June 2025: 'Thank you so much for all your help and support for [L.]. We are so grateful for everything you have done with him and wish you all the best.'
Ann, a parent, June 2025: '[Z.] has thoroughly enjoyed her lessons with you and has gained so much from your guidance. We're very grateful for all the support you've given her.'
A parent, May 2025: 'Thank you so much again for everything you've done to help [G.] prepare for these exams - he has really enjoyed his sessions with you and he and we really appreciate your support'.
A parent, May 2025: '[N.] just received the below. It's an A* if the grade boundaries is same as last year. She couldn't have done it without your help. We really appreciate it.'
A parent, February 2025: '[S.] is really enjoying studying with you and has gained a lot of confidence in English. I truly appreciate the effort and dedication you put into teaching.'
A student, January 2025: 'thank you ever so much for your kindness and creative encouragement the past months. What is very special about you as a tutor is that you have never told me "what to write". Instead, you have asked me questions about my work that have led me to discover what I truly wish to write'.
Kate, a parent, December 2024: 'We're so pleased [G.] is enjoying his sessions and seems to be really motivated to read widely in between sessions, is making useful structured notes (which he didn't do before) and his confidence and awareness of what he needs to do when essay writing is really building. Thank you!!!'
Eleni, a parent, December 2024: 'I just wanted to let you know that [D.] received an offer [ ] today! She is super happy! [ ] I wanted to thank you again as [D.] found your sessions incredibly helpful and inceased her confidence during the exams process.'
*
A-level results, August 2024:
'I wanted to write to say a huge thank you to you for all the help, support and inspiration you have given [E.] over the past year. You have not only given her the technical advice and support to help her make the most of her essays and exams, but more importantly you have helped her keep the love of the subject alive. I know a big part of the reason she is so excited to study English at university is because of how much she has enjoyed your conversations, and how you have helped her to consider texts in a way that the rather narrower scope of teaching at school does not allow. I am so very grateful to you and I really appreciate all the time and effort you put into her sessions - thank you so very much. [ ] You've been so great, and any other student/parent would be lucky to have access to your teaching.'
'I have just opened my results and am happy to confirm that I am off to Bristol this September with an A* in English! I just want to thank you again for making this possible.'
'I got an A in English, and will be going to Exeter, so mission accomplished. I wanted to thank you for all your help, not only for helping me to get what I needed, but for giving me back my confidence and enjoyment of the subject in the process.'
'Just to let you know [I.] got her results this morning and achieved an 'A' in English. We are over the moon [ ] Thank you again for all your help with the English, it's much appreciated.'
'thanks for your help this past academic year! Got two A*s in English and Philosophy'.
'I got a B and I was accepted into my firm university (Durham) which I am very happy! Thank you for all your help and support.'
'I was really happy to receive [ ] A in English Literature [ ] I secured a placed at my firm university. I will be studying English Literature at Durham University this September and I am very excited! Thank you so much for all of your support, I really appreciate it!'
'i got into Warwick with [ ] an A* in English!!!!! I am very happy :) Thank you for all your hard work, wisdom and wit over the last year or two'.
'Thank you so much for all your coaching and advice that you shared with [L.], it made such a difference to his confidence leading up to his exams. He is (as are we) delighted with his English result.'
'an A awarded in English [ ] so she is off to her first choice of Edinburgh University to study History of Art and English Literature.'
'Results day went well and I'm going to the university of Kent. Thank you so much again for all the time spent helping me to prepare for my exams it means a lot I'm very excited to continue my English literature journey.'
*
A student, June 2024: 'Thank you so much for being the most amazing English teacher! It has been an immensely rewarding and interesting journey exploring so many books [ ] I have learnt so much from GCSEs to continuing with more amazing literatures in A-levels'
A student, June 2024: 'I [ ] wanted to say thank you for the tremendous help you have provided with the English content throughout the A level period. The resources that you provided for me were quite helpful in refining my knowledge in many areas of the syllabus so thank you very much.'
A student, May 2024: 'I've just received the results for my english coursework and wanted to thank you for all the help and feedback!!'
A parent, February 2024: 'your help has kept her love of the subject and her enthusiasm alive and I can't thank you enough for that.'
A parent, February 2024: 'You were such a huge help to [S.], we will always be very grateful to you.'
Kath, a parent, February 2024: 'We would both like to thank you for all your invaluable help, especially all the helpful feedback on the coursework essay. [S.] has definitely learnt a lot and grown in confidence, especially in her knowledge of Twelfth Night.'
A student, January 2024: 'I just wanted to let you know that I got an offer from Oxford! Thank you so much for checking over my personal statement and all the help that you have given me since GCSEs. I really enjoy our sessions every week, the discussions keep me constantly creative and thinking.'
A parent, January 2024: 'Thank you as always for all your continued help and support for [E.]. I know she gets a tremendous amount from your sessions and I'm very grateful.'
A student, January 2024: 'Just emailing to let you know I did get an offer from [ ] Cambridge yesterday so thank you so much for all your help! It is really appreciated and I'm really looking forward to starting my degree in October!'
A student, December 2023: 'So thank you so much again for all your help; your insights have been very useful and I have really enjoyed talking about literature with you.'
Tara, a parent, November 2023: 'you are really helping [R.], he is becoming much more confident. Thank you so much'.
Paula, a parent, November 2023: '[M.] is always delighted with your teaching. You are asking questions no one else does. My husband and I see her grow academically after every session with you.'
Liz, a parent, October 2023: 'Thank you so much for all the work you have done with, and the kindness you have shown, [E.] to date. She really enjoys her sessions with you, and you've helped keep her enthusiasm for English very much alive. I'm so grateful.'
Kim, a parent, August 2023: 'I cannot tell you how happy we all were and your help was clearly instrumental in that. Not sure if he told you but he got 12 points above an A* and it was his best A level result!'
A student, August 2023: 'I really enjoyed our lessons and think it has really helped prepare me for the Oxford style tutorials.'
A student, August 2023: 'wanted to let you know I ended up getting an A* in English, thanks so much for all the help!'
Mark, a parent, June 2023: 'Many thanks josh for your help this year. [E.] has said to me it has really helped, you started assisting her at a time when she felt behind her class mates for the whole of the first year, having switched to English half way through term one.'
Melanie, a parent, June 2023: 'Thank you so much for all your time and effort with [T.]'s English literature. She really enjoyed your sessions together and it really boosted her confidence and inspired her to think more deeply and critically about the texts. It also confirmed that she is happy and excited to study a literature based course at degree level.'
*
A-level results, August/September 2022:
'[L.] came home from university yesterday to attend her school prize giving ceremony, and this morning as she was leaving she asked me to let you know that she won a special prize in English [ ] Until last night, she wasn't aware of any of her awards, apart from her scholarship, so it was all a lovely surprise. Furthermore, the essays she wrote in her A level English exams have somehow found their way into her teachers' hands; they told her, with beams of pride , that the three marks dropped overall were actually in her *non exam* assessment, so 30/30 in all questions across all papers under exam conditions, something she had never achieved before. She had admitted to me in the aftermath of the exams that when she was writing her English papers she had really enjoyed the process, her thoughts flowing pretty effortlessly on to the paper. But she had also worried this stream of ideas might not be fit with the mark schemes. [ ] she [ ] wanted you to know about her prize, as she thought you'd be pleased, and she also wanted to say thanks one last time for your inspirational teaching that led to it.'
'I got AAA* for my results much higher than my predicted! particularly for english'.
'[G.] got an A star in English. And is off to Oxford. [ ] Thanks so much for everything - you were honestly amazing and really helped her get there'.
'[L.] got 3 a stars and an A star as well in her EPQ. Her highest marks were in English Literature ( 197/200)'.
'I achieved 4A*s in my Alevels - one being in English Literature. My teachers also let me know that I got full marks in both the exam papers'.
'[T.] smashed English Literature, A* [ ] she is absolutely over the moon . Thank you so much for all the work you put in with her !'
'I got a D[distinction]2!!! [ ] I got full marks on my PI!'
'I got an A* in English!!! Thank you so much for all of your help I wouldn't have been able to do it without you!'
*
A student, January 2023: 'Just wanted to let you know I got an offer from Cambridge, thank you so so much for all your help.' And Kathryn: 'You were such a great help to [E.] in her preparation for the Cambridge application and interview and we were all delighted when she was offered a place this week. Thank you for all the support you gave her.'
Shaun, a parent, January 2023: '[E.] has found the sessions really very helpful (and has enjoyed them!)'
Guifang, a parent, December 2022: 'From what I hear from [S.], she really enjoys her discussions with you, it's really one of the highlights of her week.'
A student, November 2022: 'I'm extremely happy to tell you that I received an 8.3 for the literary review [ ] Thank you for explaining to me what a literary review is [ ] I remember whilst working on it I was so worried about my grade, but it appears I've survived.'
Deborah, a parent, September 2022: 'a huge thanks again to you for all your work with [S.]. I know he has been in touch to let you know that he got 9s in both English Language and Literature. He was over the moon - well beyond his best hopes, so thank you again for being instrumental in helping him attain those grades.'
Karen, a parent, August 2022: 'Both my girls really like your way of teaching and talking to them, they feel really listened to and respected for their opinions (as well as respecting yours obviously), so thank you :)'
Helen, a parent, July 2022: 'Thanks so much for all the help you gave [J.], he really benefitted from the sessions he had with you.'
Tara, a parent, June 2022: 'Thank you so much for all your help and patience - I think you have been brilliant for her confidence. She found English exams really very difficult before she started talking to you and it's amazing to see how much calmer (relatively speaking!) she has been going in to her A level English papers. Whatever the result, her sessions with you have definitely helped her to enjoy English again and I'm really grateful.'
A student, June 2022: 'This is incredibly insightful and thought provoking feedback. Thank you so much.'
Mei, a parent, June 2022: 'She found your lessons very helpful and always remarked to me how much you went the extra mile for her ; looking up and sending on links to whatever you'd been discussing. Much appreciated!'
Marguerite, a parent, June 2022: 'Thank you so much for all you've done for [T.] in the past year . [ ] you are a very talented teacher.'
Monica, a parent, June 2022: 'You have been an absolutely wonderful tutor to [L.], and how time has flown since she first met you! [ ] Many a time she has needed someone to talk to, not so much about AO1-5, but rather about the beauty and burden of literature and life. You have always been willing to do that, and she is richer for it.'
A student, June 2022: 'Thank you for teaching me for the last year; I have enjoyed our lessons and I feel I have grown as an English student, with thanks to your teaching.'
A student, April 2022: 'I received an 8 for my essay!! I want to thank you for your tutoring on Keats and Wordsworth- I wouldn't have gotten such a grade without it!! [ ] I learned tons because of you.'
Ngozi, a parent, March 2022: 'Thanks for everything that you're doing for [G.] - it has been very helpful.'
A student, February 2022: 'Really, thanks so much. Was such a good and efficient service. Your feedback looks really good and I'm going to implement it today. [ ] Thanks again for doing this on such short notice'.
Deborah, a parent, October 2021: '[S.] said you make it really fun - he said at school his energy goes down in English lessons and with you it goes up! So that is praise indeed from a teenage boy!'
A student, August 2021: 'I got the A grade ! I'm so pleased, thank you for all the help and the essays really paid off :).'
Monica, a parent, July 2021: 'As would be expected from his first class qualifications, Josh is extremely intelligent. However, in my opinion, he has a a very particular advantage over others of a similar academic background, namely his ability to exhibit an authentic interest in the ideas his students express. He is always kind and encouraging, but without sacrificing rigour; this approach has had a hugely positive impact on my daughter when speaking, writing and reading. Furthermore, Josh has introduced her to a range of authors, poets , films and philosophical thought, thus enriching her far beyond the school curriculum. In the future, my daughter will undoubtedly look back on her time with Josh with both fondness and gratitude. I have no hesitation in recommending Josh as a tutor'.
Guifang, a parent, July 2021: 'I have know Joshua for 2 months and He has been supporting my daughter excellently through her GCSE courses, helping her to achieve a 9 in predicted grades. From this, Joshua has always been very serious with the work, needless to say, always punctual and gives detailed homework feedback. I know him to be a wonderful tutor to my daughter.'
Susan, a parent, May 2021: '[T]hank you so much for all your help with [N.] [ ] [N.] found your lessons extremely helpful which enabled her to enjoy and understand English in a greater depth [ ] it was excellent tuition . Thank you'.
Jamal, a parent, May 2021: 'Thank you Josh for all your efforts, you have greatly assisted [S.] in better understanding English Literature as whole.'
Zahed, a parent, May 2021: 'We are grateful for all your help and support. We are in no doubt that [A.] has improved a lot in English Literature under your guidance.'
A student, May 2021: 'I just got my coursework back and got an A in it. Just thought i should let you know thanks you!'
Margaret, a parent, March 2021: 'Thanks for helping [M.] to improve her English understanding. She really enjoys her lessons and chats!'
Chris, a parent, March 2021: '[R.] is benefiting immensely from your lessons and is definitely getting more confident in expressing his thoughts in writing! Thank you.'
Amanda, a parent, December 2020: 'Josh has really helped join the dots, encouraged a depth of questioning and ways to interpret and compare ideas, extracting and bringing fresh meaning to narrative styles and creative use of language. Josh has been a great support and steered [R.]'s confidence to look more thoroughly and develop a greater understanding all round. Josh has a kind, approachable style and encouraged [R.] with debating aloud and suggestions for further reading which all continue to be an invaluable help and inspire greater confidence in approaching exams and further reading in future!'
A student, December 2020: 'He helps focus my understanding and makes sure i understand the topic we are learning before moving on. Josh will make sure to ask you questions throughout the process and is always ready for your ideas even if you think it's wrong. He will set homework but makes sure to switch it up each week to make it more interesting and gives his feedback to help me understand what i need to do to improve.'
Diana, a parent, September 2020: 'Josh worked with my daughter for her A Level in English Literature. He was outstanding with his ideas and expanding her critical thinking. He went above and beyond to develop her analytical skills and as a result helped her obtain an A*. He is an absolutely lovely, gentle but dynamic and reliable tutor who has a rare ability combine his academic achievement with a natural talent for teaching. A real gem and we cannot thank him enough.'
A parent, September 2020: 'Joshua is an excellent tutor with great communication skills . He is very patient , helpful , approachable and takes time to explain everything clearly to my daughter . Joshua has been able to breakdown and explain in full detail all aspects of the A Level content.'
A student, June 2020: 'it's been great being taught by you, I've learned so many critical thinking skills in such a short space of time.'
A parent, March 2020: 'I can't thank you enough for everything that you've done for her - you've been the best English teacher she's ever had and she has loved her time with you.'
*
During my teacher training, I taught all age groups at two west London secondary schools.
While at Oxford, I was part of an 'e-mentoring' scheme to help candidates from schools without a history of Oxbridge applications.
At Christ College, Brecon, I ran two series of seminars, for sixth-formers studying RS and English literature. In English we covered 'The Tempest', Gothic literature, Pat Barker's 'Regeneration', 'Jane Eyre', Wilfred Owen, and 'The Canterbury Tales'.
Tutoring Approach:
I try to combine three things that I want my students to do, which are three forms of thinking: speak about complex ideas, read high-quality material, and write essays for which they will receive detailed feedback. For obvious reasons, lessons are weighted to speaking, and homework to reading and writing.
Speaking
Pedagogy's holy grail is measuring progress, which is difficult in a classroom and impossible in a lecture. Happily, the tutorial system allows this to occur continuously and efficiently via dialogue. Can a student re-express an idea they have heard or read in their own words? If the answer is yes, they have probably understood the idea. Hence the constant questions!
As well as understanding the ideas of others, speaking is essential for students to develop their own. I love the quotation from the novelist E. M. Forster, 'How can I tell what I think till I see what I say?' We improve the quality of our ideas through the process of articulating them.
For my part, quite a lot of what I say is explaining what texts mean. This might sound obvious, but great works of literature are complex, so, to understand their meaning, one's own interpretation probably needs the support of others' prior interpretations.
I sometimes like to break the question of a text's meaning into two: What's it about? And what's it really about? Answering the first question is comprehension, a necessary first step. To answer the second question is to understand. In 'A Streetcar Named Desire', for example, Blanche goes to live with her sister in New Orleans. She expresses a strong dislike of her surroundings and is frequently associated with images of water. She declines mentally and is eventually taken away. So what's the play really about? Blanche is a Romantic idealist who is disappointed with her life but still tends to imagine things in their perfect form. The play is about the human soul conceiving of things being as good as they could be (as if cleansed by water), reaching for the conception, and failing to grasp it - shuttling back and forth, in other words, on the streetcar named desire.
One thing I frequently encourage is making the link between those oft-cited elements of a good essay, themes and quotations. These are not unrelated ingredients, they are the text itself viewed from different distances. A theme (the desire to be cleansed) is a wide shot, and a quotation ('the land of the sky blue water') is a close-up. So the student of English has to practise their ability to zoom in and out.
Another way I try to support my students' studies is by making connections between the texts they are reading, which in my experience doesn't happen that much at school. Particularly at A-level, there are often many fruitful connections between the half-dozen or so texts being studied: the Romantics were devoted to Shakespeare and Milton, the Gothic is an aspect of the Romantic, the Aesthetic Movement drew on particular strains of Romanticism, etc. When these connections get made with reference to particular writers, they are no longer just isms. They make the material deeper and easier to understand at the same time. Towards the end of their school careers, students of the humanities should be able to get the sense of taking part in 'the Great Conversation that began in the dawn of history and that continues to the present day' (Robert M. Hutchins).
Reading
I regularly give my students PDFs of high-quality secondary material pitched at their level or just above it. Explanatory notes, commentaries, and essays can help with understanding, particularly when it comes to context. (And all exam boards have assessment objectives relating to historical context.) To know that a text was written during a particular period and what characterised that period is to have a mental scaffold that does not limit movement but frees it. In studying the humanities we are studying human culture, and no one can do that without a bit of structure. It also helps when thinking about texts in relation to each other - when writing a comparative essay, for example. I like to think of honing in from context to text, e.g. Romanticism (late eighteenth and early nineteenth centuries) > William Blake (1757-1827) > 'Songs of Innocence and of Experience' (1794) > 'The Tyger'. (What's 'The Tyger' about? There's a question!)
In my experience, knowledge acquisition operates according to the Matthew principle, named after a verse in the Gospel of Matthew: 'unto every one that hath shall be given'. In other words, the more you've got, the more you'll get. Every time you learn something about Romanticism, the greater will be your understanding of the poetry of William Blake. Your internal bookshelves expand - more connections, greater understanding. Reading secondary material is obviously 'extra', but it works to enhance students' understanding of set texts rather than crowd them out. Homer Simpson said, 'every time I learn something new, it pushes some old stuff out of my brain', and we laugh because it's not true. You can't fill up a brain, so the clichι about people's (particularly young people's) limitless potential is true. Every time you learn something new, you enrich your contextual understanding of everything else you have ever learnt. '[E]very moment is a new and shocking / Valuation of all we have been', as T. S. Eliot put it in 'East Coker'.
Writing
Speaking and reading are in a concrete way preparation for writing. If you think and make notes while speaking and reading, by the time it comes to writing an essay, the question should not be about what to say, but how to arrange the things you want to say. So annotation is an important skill. It's a bit like getting 'in the zone' for a sportsperson - students must practise getting there and staying there. I model the annotation process something like this:
Read with a pencil in your hand. What makes you underline? Something fires in your brain, so that you have a response - you spot a developing theme, you're reminded of another book, you agree or disagree, there's a word you don't know and need to look up, you like the way a sentence sounds. It could be anything. Read until you've underlined twenty words or sentences. Work out the three or four connections between the things you have to say, and you've got a paragraph plan. Work out the main thing you have to say, and you have a thesis for your essay, which, as you aim your paragraphs at it, will accumulate force.
A lot of learning (and life) is about noticing connections, so getting into the habit of doing so is something like learning how to learn. If a student has developed this habit, they shouldn't really have to think 'What shall I write?' in front of a blank sheet of paper or screen. The content of the essay will be a sort of emanation of prior thinking.
When it comes to giving students feedback, I keep in mind one of the best incites I heard early in my PGCE: attend to your students' writing as you would a piece of literature. This way, the marking progress becomes analogous to the writing process. What are all the things that could make this essay better? And is there a connection between them, i.e. what's the main thing this student needs to focus on? (I usually give feedback using comments and 'track changes' in Microsoft Word.)
Why study English?
It has been said that 'If you can think, and speak, and write, you are absolutely deadly', and I think that's right. Learning how to construct and articulate good arguments is learning how to impose ideas on the world. To the extent that English is about feelings, it is about their articulation, and there is a great deal to learn about how feelings have been and can be articulated. Moreover, because English is the medium of instruction in all other subjects, command of it confers a freedom to range through the history of ideas and discriminate between reliable and unreliable, including online. Language is a prerequisite for thought - doing English properly is learning how to think better.
Subjects
- Study Skills
- A-Level or Highers (£65 p.h.)
- Further/Higher (university) (£65 p.h.)
- Adult/Casual learner (£65 p.h.)
- Entrance Exams
- A-Level or Highers (£65 p.h.)
- Further/Higher (university) (£65 p.h.)
- Adult/Casual learner (£65 p.h.)
- English
- A-Level or Highers (£65 p.h.)
- Further/Higher (university) (£65 p.h.)
- Adult/Casual learner (£65 p.h.)
Availability: Weekends / Weekdays (all times)
Types of Tutoring: Travels to you / Online
Info: I am a diligent and hard-working student who enjoys bringing new facts and contents into the minds of other people and adore helping, developing someone else's potential by sharing mine. As I am full of wonder, I relish taking an adventure within the ...
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Personal Description:
I am a diligent and hard-working student who enjoys bringing new facts and contents into the minds of other people and adore helping, developing someone else's potential by sharing mine. As I am full of wonder, I relish taking an adventure within the study of almost any field and I aim to spread this positivity and my knowledge through teaching and mentoring students in an innovative way. I serve friendly behaviour and bring upon an optimistic attitude to any task, am very responsible and organisational, manipulate skills developed from hobbies, am self-disciplined and persevered to reach any goal, am punctual and balance between work and leisure. I get along well with a wide range of age groups from my social activities, tutoring experiences and my position as the second eldest in my family, I have spent a long time taking care of my younger siblings. I have been remarked as organised, polite, altruistic and supportive when I aid others from any perspective.
As I love helping others in struggle and to support others to reach higher goals, I have taught various age groups, held responsibility as a School Ambassador and School tutoring, volunteered to be a Reader Leader who helps those who struggle reading and understanding the story with success. I aid in writing model answers for GCSE & A-Level exam questions as well. From these experiences, not only have I built responsibilities and punctuality and polished my competencies but those who I mentor have developed their own self-esteem, confidence and perseverance to fulfil their own aspirations.
I am someone who has academically succeeded highly with 11A*s and 1 A in my GCSE subjects and am predicted to get 4A* in my A-Level subjects this summer 2021. I have been awarded many times for UKMT, Chemistry and Physics Olympiad challenges. Not only am I determined to excel greatly academically but I enjoy hobbies that are based on creativity: DIY craft and art, piano, dancing, sport, ballet. I am also fluent in English and relatively fluent in Korean with a basic level of French language.
Teaching Experience:
I have taught various age groups from 5 to 18.
I have conducted my past tutor sessions based on creativity of my hobbies such as art, which always worked absolutely well. I tutored very young children outside school who lacked motivation, in Sciences and Mathematics since when I was a GCSE student. I have many experiences working with children, especially with spending my work experience as an assistant in a primary school class, I was able to deal with various situations to keep the children calm, focused and motivated. In these instances, I aimed to ensure that they understood all aspects of the content, therefore, embedding simple terminologies and associating similar example situations for comparison to ease the hard contents. Nonetheless, I was very tolerant of any issue during the online teaching and was strongly resilient for full engagement.
I volunteered as a tutor for students aged 8 and 12, I was responsible and was relied upon to plan the meetings via emails where they suited their best learning time in advance. I utilised my organisational skills to collect resources and investigated various methods of teaching to find the most efficient way to deliver difficult contents. Hence, especially for biology, I altered the way I presented the resources so they suited the students' own learning attitude appropriately. I evolved my communication competency whilst discovering the students' difficulty and preferred revision methods, also.
As a school tutor during my A-Level studies, I have tutored GCSE students for Mathematics. I applied my patience to introduce difficult ideas carefully. In the cases for tutoring mechanics, my tutee found it difficult to identify and link various components of the forces together and to grasp the content clearly. Thus, I investigated the source of this lack of understanding then gave a clear explanation and support. Afterwards, I managed to explain various application questions using the struggling contents and interacting with my tutee (ie. asking what the next step would be) as I went through the questions to expand his understanding. I shared my method of working out the questions logically and giving clear guidance helped him greatly, hence, I was able to see improvement in his speed of understanding and solving of the questionnaires, showing a transition in his grades in Mathematics.
Tutoring Approach:
My mentoring sessions are carried out in innovative ways to find the best route for my mentees.
My mentoring sessions are carried out in innovative ways to ensure all aspects of the content is understood (ex: embedding simple terminologies and associating everyday situations for comparison to ease the hard contents), are full of collated useful resources and present them in the most appropriate way for individual's own learning styles, are delivered with tolerance and patience at all times. My teaching methodology becomes flexible to appropriately suit the individual's learning styles to efficiently carry this tutoring session forward. However, my basic format of teaching is always going through the struggling content to make sure the understanding of it becomes clear then is based on questionnaires in-between going through the content or (application) questions to check upon the students' understanding then involves various interactive activities (ex: quiz, mix-match, ...) to engage the learning. I always work towards finding the best route for my mentees. Through my tutor sessions, my tutees always develop their confidence, self-esteem and their competencies.
Subjects
- Physics
- Up to 11 years (primary) (£23 p.h.)
- 11+ (secondary) (£26 p.h.)
- GCSE or Standards (£28 p.h.)
- A-Level or Highers (£30 p.h.)
- Maths
- Up to 11 years (primary) (£23 p.h.)
- 11+ (secondary) (£26 p.h.)
- GCSE or Standards (£28 p.h.)
- A-Level or Highers (£30 p.h.)
- Chemistry
- Up to 11 years (primary) (£23 p.h.)
- 11+ (secondary) (£26 p.h.)
- GCSE or Standards (£28 p.h.)
- A-Level or Highers (£30 p.h.)
- Biology
- Up to 11 years (primary) (£23 p.h.)
- 11+ (secondary) (£26 p.h.)
- GCSE or Standards (£28 p.h.)
- A-Level or Highers (£30 p.h.)
Availability: Weekends / Weekdays (evenings)
Types of Tutoring: Travels to you / From their home / Online
Info: I am a fully qualified ACA and CIMA with a very rich industry experience. I am currently working as a Financial Controller of a very reputed not-for-profit organisation which is creating a true impact in the lives of everyone in the UK. I have been t ...
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Personal Description:
I am a fully qualified ACA and CIMA with a very rich industry experience. I am currently working as a Financial Controller of a very reputed not-for-profit organisation which is creating a true impact in the lives of everyone in the UK. I have been tutoring for the last 20 odd years privately and now want to do it to reach more students.
Teaching Experience:
More than 20 years
Tutoring Approach:
Explain till the time the concept is not clear. There is no need to rush. I believe that the minute you understand a topic, you will be able to master it with proper practice. I believe that there are no stupid questions and I make my students feel comfortable to ask me questions related to the subject as many times as possible.
Subjects
- Accounting
- 11+ (secondary) (£25 p.h.)
- GCSE or Standards (£35 p.h.)
- A-Level or Highers (£45 p.h.)
- Further/Higher (university) (£55 p.h.)
- Adult/Casual learner (£60 p.h.)