Emily

My name is Emily, and I am currently a medical student studying at UCL. I also hold a BSc (1:1) in Natural Sciences (Biomedical Sciences and Mathematics & Statistics).

When it comes to teaching, I believe in an active learning process and try to make my lessons as engaging as possible as it allows the development of better understanding. The key to success in standardised examinations is past papers and this plays a key component in how I teach. However, every student is different and I aim to tailor my sessions to best fit my students learning style. GCSEs can be challenging for many people, and it is my job as a tutor to help my students achieve their potential.#/k#

Tutoring Experience

I have experience with tutoring a range of ages and abilities. Past experience includes:

• Volunteering at a widening participation programme, working with both primary school kids and GCSE Mathematics students

• Volunteering with Coronavirus Tutoring Initiative- providing one-on-one A-level and GCSE tuition to students who have missed school due to the coronavirus pandemic

• Mentoring in widening participation to help with personal statements and interviews

• Tutorials to first-year university students to help in areas of the course they found challenging

• Private tutoring to students in Biology, Chemistry and Mathematics.

Tutoring Approach

My approach to teaching GCSE and A-levels is very much tailored to the student. Given that there are many different exam boards, I like to familiarise myself with the specification of the board my student is taking. At the beginning of each session, I like to check how confident my student feels at a particular topic and focus the session on areas the student finds more challenging.

I try to make my tuition sessions as engaging as possible by regularly doing exam questions in order to allow my student to have practice in answering questions, as well as to consolidate their learning so it becomes a more active process. Moreover, I like to send my students “cheat sheets” of resources after each session so they don’t have to worry too much about taking notes, and instead spend more energy in engaging with the material.