Drew

Hi I’m Drew, a recent First Class graduate from the University of Oxford, where I completed an integrated masters in Biological Sciences. I am highly motivated and hard-working, with great attention to detail, however, I am a very down-to-earth, relaxed and friendly person. I very much enjoy the process of learning, and although my greatest passion is in Biology (the subject I am undertaking a PhD in for the next 3 years), I also take an interest in maths and chemistry, which I pursued at A-level.

Outside of academia my biggest passion is dance, however I also love other sports, such as football and tennis, which I play regularly.

Tutoring Experience

Having studied for many years, and achieved great success throughout my academic career, I have built up a repertoire of valuable techniques and strategies to effectively learn and perform well in both exams and coursework assignments. I am good at creating study plans to ensure that the correct study techniques are used at different stages of the academic year to maximise effective learning and the efficient use of time.

Since 2021, I have successfully tutored many international students between the ages of 16-18 who are in the process of applying to UK universities. This has involved providing academic tutoring, help writing applications, and interview prep.

I have also previously done in-person and online tutoring with students at GCSE level. These sessions were focussed on the maths and science subjects, and my students were all able to achieve excellent grades in these subjects.

Tutoring Approach

Having been tutored myself during my A-levels, I understand that learning is difficult, and one-to-one tutoring can be an intimidating and stressful experience. My approach is therefore to be extremely patient and try to create a comfortable learning environment, where the student can feel free to ask as many questions as they like and not be afraid to make mistakes.

During early parts of the academic year my sessions will largely focus on making sure all of the content is well understood, with a small focus on answering past-paper questions to put new knowledge into practice. As the year goes on this balance will shift so that more focus is put on answering questions under timed conditions, and creating resources for active techniques to memorise the content.