I achieved 12 GCSEs grades 9-6, and achieved A*AAB at A-Level whilst securing a place in medical school. I have an 8 in GCSE English and an A* in A-Level English Literature. I have over 3 years of teaching experience, and I'm qualified to teach English as a foreign language. I have experience teaching GCSE and A-Level biology, chemistry and English; in addition, I have taught and supported succes...
I achieved 12 GCSEs grades 9-6, and achieved A*AAB at A-Level whilst securing a place in medical school. I have an 8 in GCSE English and an A* in A-Level English Literature. I have over 3 years of teaching experience, and I'm qualified to teach English as a foreign language. I have experience teaching GCSE and A-Level biology, chemistry and English; in addition, I have taught and supported successful medicine entry interviews and applications! I am a former medical student, currently studying English literature and creative writing at a top #10 UK university.
I have experience teaching students with mild autism and learning disabilities.
It's always important to work around the student, to teach them in a way that works best for them. For example, students who learn best visually may benefit more from diagrams, videos and colours. My experience has taught me that it's best to inform the student that, in my opinion, past papers and questions, are most ideal, however I understand that not everyone works this way, therefore, I do ensure that the students' opinions and variations are heard and taken aboard.
Lessons are normally an hour long, and an option for homework is always given. I work very closely to the mark schemes and specifications provided by the exam board. Exemplars and marked essays are an excellent way to guide the student on what they should and shouldn't include in a high level answer.
I am very cautious in preventing overload, as tuition can be tiresome, especially after school, therefore I do regular check-ins and feedback updates with my students. I ensure that my students know that it is okay if they feel as though teaching is too slow or too fast.