Guyang

A 2:1 honours degree in Philosophy and Economics followed by a MSc in Philosophy and Public Policy. Motivated by stronger self-expectations than my peers, I have chosen courses across multiple disciplines with varying skill demands during my undergraduate studies and have consistently maintained an excellent academic record across all of them. For example, I always choose to prove myself in academic challenges. I have made the record of my school by achieving full 125 marks in Senior Maths Challenges just one year after I come to the UK. For the 7.0 IELTS requirement for top UK universities, I achieved an overall 8.0 with 9.0 full mark in both listening and reading. During the long process of self-development, I have observed and experimented with a variety of learning models. I found myself keen to use my experience to provide customise advise my peers on their learning and exam preparations. This has proved successful in many cases.

As a student who has been receiving tutoring since Year 6, I have learnt from more than 20 tutors outside school in various subjects ranging from Maths, Physics to ESL. I am familiar with many teaching styles which they use to motivate their students, as well as techniques which improves teaching efficiency. I am excited about the opportunity utilise my past experiences by joining your team and contributing to the success of your students.

Tutoring Experience

Preschool tutoring London, United Kingdom
Private Tutor April 2024 - September 2024
 Provided one-on-one Mandarin tutoring to a 5-year-old child for 3 months, 1.5 hours each, focusing on effective communication with parents to gather detailed information and optimise the teaching plan.
 Collaborated with parents to address learning habits & discipline issues, successfully maintaining 2 * 15-minute formal vocabulary learning sessions that require total focus.
 Demonstrated adaptability and creativity by observing the child's interests and surrounding environment to design engaging and varied learning experiences every 3 lessons, sustaining the child's anticipation for each session.

LSE debate society

First team member October 2019 - July 2020
 Spearheaded the training and strategic planning for a team of 4 new applicants for the debate society. Implemented effective communication and research techniques that culminated in our team's victory in the school audition.
 Entrusted with delivering opening arguments and managing Q&A sessions in all three UK national debate competitions. Contributed significantly to the drafting and refinement of 7 complex debate speeches on philosophy and policy topics.
 Endeavored with the team to secure a second-place finish in the World Mandarin Debate Competition, UK area within our first year, drawing an audience of over 10,000 viewers in the final live debate in summer 2020.

Loughborough Grammar School

Further Maths tutoring for 8+ September 2017 - June 2018
 Joined a weekly 2 hour interactive learning program for a group of 15+ children aged 8 and above. Utilized a variety of educational games, challenging puzzles, and engaging presentations to foster a deep interest in mathematics and problem-solving skills.
 Awarded the School Volunteering Award, a recognition based on nominations and feedback from both teachers and parents. This award highlighted my ability to create a positive and inclusive learning environment, significantly enhancing students' enthusiasm for mathematics.

Tutoring Approach

I choose such a combination of courses according to my understanding of studying, which I divide the knowledge acquired into 2 parts:

(1) practical knowledge that I practice from time to time for the purpose of better reproduction, and
(2) the understanding of things such as the principle of research for different disciplines, the angle which a school of subject adopts to explain and analyse phenomena, and methodological resemblances revealed in different sciences.

For example, instrumentalism in Economics study which leads to an operationalist explanation of utility, and functionalism in Psychology studies. For example, the idea of reductionism used in Physics to formulate ideal gas law resembles the method of the representative individual in Economics, and with the effort of some philosophers to deal with the mind/body problem with the help of neuroscience findings. Each time I read essays and papers that offers explanations to the underlying reasons behind a pattern, a trend, a common sense, a historical event while debating and responds to each other at the same time, I feel concrete, substantial happiness derived from the increased confidence in the belief that this world is understandable, from an abstruse feeling of progress. Sometimes, through the practice of applying the first category of knowledge, I get a similar feeling by getting the key to a successful try. At that time, the rigid, stiff knowledge dances. There is always a moment of time in my future study that the patterns and trends I learned in the past help me comprehend the current concept much quicker. Curiosity leads to comprehension, and comprehension leads to larger curiosity, which brings larger progress and happiness. Study and research to me are like what Gibran said, “It is to charge all things you fashion with a breath of your own spirit”.