I am an experienced tutor in English, Math, and Religious Studies with specialised subjects in Early Childhood, TESOL and Business Strategic IT. I graduated with a Bachelor of Arts, majoring in English Literature and a postgraduate teaching qualification assessed and verified by the GTCS Teaching registration and the UK ENIC – the UK National Information Centre for the recognition and evaluation.

Tutoring Experience
I have years of experience in teaching delivery and assessment. It is vital to my teaching routine to provide ongoing student support. For example, I demonstrated my ability to offer socio-culturally responsive teaching as a general supply cover, which allows me to help students from diverse backgrounds and levels of education. It has led to effective teaching for year 12 students in cross-curricular areas of their focused subjects while providing mentoring sessions, exam revisions, well-being support, and other support.

I have demonstrated my ability to provide mentoring, design, and development, such as organising age-appropriate activities, in every educational setting I am assigned. Successful lesson planning and delivery requires a strong partnership between students and their families, who are critical members of the community of learners. This provides enthusiasm and strong support to implement high-quality educational programmes for students in line with local and national policies and procedures.

Tutoring Approach
Using my tutoring service provides an opportunity for diverse students to build a sense of belonging, which eventually leads to achieving their target outcome. My method of lesson planning is an active collaboration with parents to establish the strengths and interests of the student as an individual baseline in designing the appropriate learning settings and teaching strategies. Noting the emphasis on an intentional approach, however, it also has strong links to learner-centred ideology, or what John Dewey (1915) called "the school of tomorrow." The evaluation is part of a cycle of gathering information and learning about what students know, how well they can do things, and what they understand. The primary method is to observe where planning, documenting, and evaluating will fit into students' learning. These links to "social efficiency" are where assessment is designed to determine the effectiveness of the programme to achieve the outcomes of the study. According to new assessment approaches, a wide range of evaluations is needed to ensure that every path the student prefers to take towards achieving specific outcomes is validated and captured as part of my active learning strategies.

My inclusive teaching approach would be open-ended, which means that the student's learning and development would be based on their daily routine: interactions, experiences, and events as I incorporated the main subject areas, i.e., literacy, numeracy, Religious Studies, and business studies. My ongoing quest for contemporary and inclusive teaching and learning through further postgraduate qualifications The combination of my professional development and advocacy for an inclusive contemporary teaching practice has led me to conduct research and engage in reflective practice to gain in-depth knowledge about children and young adults as citizens of the internet-driven global community.