One-on-one lessons tailored to the student

As a student planning to begin their undergraduate studies in English Literature I am aware of the value, inspiration, and passion the that learning can incite in students, but also that for many it can take a dedicated teacher or tutor to help students hone skills in any field. Throughout my time in school, I have had a passion for studying and learning, which is reflected in my offer to study at Cambridge university upon receiving my A Level grades. I feel this indicates my proficiency across the subjects I took at GCSE: English, Maths, Separate Science, Computer Science, Statistics, Geography, Religious Education, and History; as well as A Level for which I am predicted three A*’s in English, History, and Religious Studies. I would feel comfortable tutoring students across these subjects and would hope to bring clarity and understanding for any student in any area they might be struggling with. I would be excited to help ignite and grow a passion for learning in others by making tutoring sessions interactive, clear, and helpful for students in the aim of allowing them to develop their skills for later life and learning.

I feel that I am equipped to do this due to my time working as a Learning Support Assistant in which I helped students of all skill levels from ages 11-16 in one-on-one and group settings. This experience has helped me to develop the skills needed to hold and develop engaging discussions even with more reluctant students that can help them feel at ease and involved. Experience which also allowed me to gain knowledge of learning resources and an ability to gage which might help or hinder a given student. I also learned how to provide meaningful and helpful feedback to teachers and parents, as well as the child themselves, feedback in which I aimed to give encouragement and also outline how I and the student could work together to help them improve their skills.

I believe that I have excellent communication skills with young people and any parents or guardians with whom I might have to communicate progress. I have developed skills, through my work experience, of clearly and concisely conveying meaning to students in a way that they can grasp and reshape to help it fit their understanding. I would discuss with students the lesson format (whether it be essay practice, past paper practice, covering content, or discussion) which they find most helpful, and then come to each lesson with a lesson plan outlining the content we would cover in that session. At the end of each session I would provide students the option to give feedback on which aspects of the lesson they found helpful, and which could be improved upon. In this way I hope to make lessons a collaborative process in which I encourage the student and they communicate to me what they need to learn and grow.