Welcome to your journey towards academic excellence. My name is Jack Taylor and I would firstly like to thank you for clicking on my ad. I am confident that the information provided below will present an accurate summary of the bespoke services I provide, and why it is my absolute belief that I can provide you or your child with exactly the skills they require to excel in the sciences.

Introduction

Almost all students report experiencing some degree of academic related stress, anxiety, or overwhelming thoughts whilst studying for their A levels and GCSEs. Both qualifications are increasingly becoming the determinant for what kind of jobs students can land, and they know it too. These are inherently stressful times for students, and it is the job of a great tutor to be a guiding figure - alleviating their stress and allowing them to realise their full potential through a clear lens. This being said, let's get to the protein.

My experience tells me that it is possible for any student* working at any grade (B,C,D,E), to achieve a grade A.

The reason most students don't achieve the grades they want is in my experience almost always down to the following:

• Inherent ability factors (being gifted) - 10%
• Bad study habits - 65%
• Unclear goals and motivations - 25%

There's a particularly pernicious and erroneous myth in society that states:

"The biggest determinant for whether a student will succeed is down to an inherent ability."

At all levels of academia, it is rarely the case that students can get the grades they want using some inherent ability alone. In fact, students that do have an inherently greater ability in some area than others often have a greater chance of developing bad study habits as a result.

What is apparent is that students; and people in general, often focus disproportionally on the statistically unlikely cases to justify their own behaviours OR make judgements based on limited, and subjective evidence. We see other peoples' outcomes and pass a judgement on their success which is often ignorant of the dedication and hard work that went into getting there.

Statements like:

"Well, I bet Einstein didn't need to study and he was one of the greatest physicists of all time..."

"I don't really need school anyway because people like Bill Gates dropped out and look at him!"

"My mates never study but still get Bs! Maybe I'm just not clever enough."

"I know this girl in my class always gets straight A's without study..."

All of these examples are sadly very widespread and pervasive in the educational world. Geniuses and prodigies alike do exist, but they are very rare - that's why they are considered to be so special. In fact, geniuses are so rare, that it is extremely unlikely that there is even one in your catchment area. The upshot is however, achieving high results is almost seldom about your capacity for being a genius. Most advancements in grades are made by addressing the following issues.

1) Correcting bad study habits:

Bad study habits are often 2/3rds of the reasons why students fail to reach their full potential. There are a plethora of reasons that these habits are developed - mostly by virtue of circumstances; which is unfortunately most of the time due to socioeconomic reasons. The good news is that because of the neuroplasticity of our brains - especially during periods of adolescence, these unhelpful behaviours and beliefs about our abilities can be unlearned, and replaced with more constructive ones. My job is to release the student from their own expectations, and to help them embark on a journey of personal development to last a lifetime.

2) Defining clear goals and motivations:

If students have no grasp of where they want to go, and why, they can feel marooned with no sense of direction. This is completely understandable, and is commonly the case for young people today - even after university. It is intrinsically true that good study habits cannot develop unless there is some higher value placed on the outcomes these habits will bring. If the student believes that there is no value in their goal, they are free to do whatever they like with their time because there is little point in striving to get to some pointless end goal they place no value in. This is why well placed inspiration can be an extremely significant factor in the potential of a student to grow. A great tutor will inspire, and allow the student to clarify their goals to make their study habits more concrete and fruitful.

Further details on my practice:

My teaching techniques and methods are not novel, but they are grounded in proven research and have thus far achieved great results for students. In general, my sessions follow an order summarised in several bullet points.

In the first consultation (FREE)

• Introduction to myself, the student, and the parent/guardian
• Identify what the students' goals are and their motivations for getting there
• Ascertain where the student is in relation to these goals, what their current study habits are, and a suggested roadmap to getting them to where they want to be
• Explain clearly expectations and some general housekeeping
• Closing remarks and exchange of details

After mutual agreement to take a student on, lessons will commence and usually be structured in three sections:

• 1st section: We will start by recapping the learning from the previous session, what has been going well/badly in school, whether the student has been successful in maintaining their study habits

• 2nd section: Worked examples, questions from homework, past exam papers, content clarification

• 3rd section: Return to study outcomes, round off, and extra questions and inspiration for further study

Sessions will always start and end on time. It is solely at my discretion whether any reasonable adjustments can be made to this.

My experience:

I have a Master's in Physics at a grade of First Class (Hons) from at top Russel Group university. This attests to my deep knowledge and understanding of the field, and my capacity for learning and inspiring. In addition, I have 4 years experience tutoring in both a school setting, and online across a wide range of abilities. I regularly read up on different teaching methods and psychology to make sure my teaching methods are up to date and relevant to the student. I provide personalised study plans for all of my students; and my services are highly regarded.

Subjects taught:

I teach both GCSE & A Level Physics, Maths and Science.

Ability level:

The sessions I deliver are bespoke and personally designed to fit the needs of the student whether they are performing at a grade A or a grade E.

Cancellation policy & payment details:

Lessons are 1 hour in length, and cost £50 each. This cost includes:

• marking, and content creation out of tutoring hours
• delivery of sessions
• progress report generation
• communication with students and parents
• my experience level

If you are a parent/guardian, and are looking for lessons for your son/daughter then it is important to ensure that I not only get to know your son/daughter, but also yourselves. If you are seeking tutoring services, you are investing in your child's future in a way that will benefit them exponentially. You are an extremely important part of your child's foundation, thus It is common for me to request that during our first meeting, you are present as well as your son/daughter. I will then continue to touch base with a written report after each lesson, as well as progress reviews.

Payments for sessions are required within 24 hours of the lesson. 24 hours notice is required for a request of cancellation. Requests within 24 hours will be charged at full price to compensate me for lost time.

*This statement serves in no way to guarantee the outcome of a student since each potential for grade increase depends on several parameters.