Michelle

I am a graduate of Oxford University with a BA in English Language and Literature. I had a lot of trouble deciding what I wanted to study at degree level: after being accepted to study Biological Sciences, I re-applied to study English Literature and have never looked back since. This is why I am a strong advocate for pursuing what you are passionate about in the way that feels right to you, and to as high a standard as you possibly can achieve. I was born and raised in Singapore, and moved to the UK with my family when I was seven years old. This exposure to a multitude of cultures and my Chinese language skills both mean that I have been able to work successfully with many exceptional students from a variety of backgrounds.
我出生在新家波但七岁那年就搬到英国，是牛津英语文学学士.

当学生的我 求学提问老师时 往往都觉得老师的答案很含糊。现在经过好多年与万千的测试 当家教的我 拥有了简明教材。 当面或网上 我有全面家教经验提供:
* 奖学金考
*会考
*私立学校考 (包括 11岁 13
岁 16岁以上)
* 英语外语流利

同样是学者 各有各的个性 各人的学习方法。我有业绩, 有信心我们彼此可取得显著的成就。

Tutoring Experience

I have extensive experience as a private face-to-face and online tutor with both local and foreign students, and in scholarship preparation and general / independent examinations (including 11+, 13+ and 16+). I also have a great deal of experience in teaching English as a second language, and improving students' English language to fluency:

• 11+ entrance
• 13+ entrance
• 16+ entrance
• Scholarship preparation (Eton, Harrow etc)
• A Level coursework and exam preparation
• English as a foreign language (Due to my heritage and Mandarin skills, I have worked with a lot of Chinese students who are looking to move to English schools)
• Neurodivergent students (including those with ADHD and dyslexia) who would like to improve their confidence, and to learn how to harness their superpowers so that they can apply them.

Tutoring Approach

Are you a bit confused about English Lang and Lit in general? Or are you theoretically ticking every box and unable to understand why you are staying around the 19/25 mark instead of pushing into the 20’s? Are you sick of reading requirements like ‘close reading’ and ‘discuss how this shapes meaning’, and you don’t understand what they want?!

This was me years ago. I used to struggle understanding what teachers and examiners wanted from me in English exams. Their answers to my questions would be vague and indiscriminate. Over the years (and after a myriad of examinations), I have learnt what is required, and have managed to perfect a teaching method which communicates the techniques perfectly to the student. This is something I wish I had had when I was learning, but am now happy to be able to impart upon others.

I don ’t like to approach things in an exam context as its counter intuitive, but unfortunately this is the reality of how we are graded. This is why - if you are preparing for an exam - we will very much be exam-focused, but I usually introduce another way of studying that is to do with intuition and natural expression (which is equally important to be a top reader and writer).

I am an extremely independent learner, and I have found that a generalised teaching environment is sometimes counterproductive. Every single one of us is capable of enjoying and responding cogently to literature - it is simply a case of identifying the learning style that suits each individual the most, and helping them to hone their critical faculties and apply them in an academic context. It's also important to have fun whilst we're learning too. One of my strengths is emotional intelligence; I am able to discern the way in which each student works and the approach they will benefit the most from. For instance, if you have dyslexia and are lacking confidence, we simply work on the ways of reading and writing that work for you, without judgement or pressure, to remove that fear. Once I have identified this way and pace, I am able to help the student get the highest standard possible for them, in a fun and engaging way. Once I understand this, we will come up with a tailored plan, and one that covers these fundamentals:

• How you work. And how to harmonise this with the exam / course you are taking.

  • Understanding what the exams ACTUALLY want from you (this often not explained well at school!)
  • How you can use your specific skill-set effectively (and the other skills that you can work on)
  • How to analyse properly (this is also not usually taught well at school, I have found!) and how to structure your essay properly
  • How to have genuine and unusual responses to texts
  • How to write an essay which is not a product of having to tick boxes (we are trained to do this, and it doesn’t work), but a proper academic response that flows naturally and does not feel artificial. This is what yields the top mark.
  • Coping with curved balls and unexpected questions (a mixture of preparation of your own readings and versatility is key)
  • How to do this for yourself, and not for the examiner (very important)
  • Exam psychology - eradicating the unnecessary worries / time-consuming habits during the actual exam, and streamlining your approach whilst working under pressure. Think of it as training yourself to be an exam warrior!

If you do have these struggles, please don’t hesitate to get in touch for a trial, where we can see if we work well together.

Misha :)