Nicholas

I am a first-class Masters graduate in both English Language and Literature (Oxford University) and Cognitive and Decision Sciences/Psychology (UCL) and am currently embarking on a PGCE/QTS to teach English at a leading secondary school in Barnet, which is also where I live. I thrive on teaching English Language and Literature from age 11/Key Stage 3 up to University level. I'm familiar with most common literary texts set at GCSE/A-Level and my specialisms for undergraduates are in 18th-20th Century Literature, Shakespeare and Anglo-American film.

I am also very comfortable teaching A-Level and undergraduate-level Psychology and GCSE Physics.

My background prior to teaching was as in Leadership roles in Digital Marketing and Data Management in large and small tech companies across a variety of industries.

I'm free to travel to you or can accommodate students at my own house if preferred - I am also more than happy to tutor remotely using Zoom.

Tutoring Experience

I have provided tutoring, essay/script writing and copywriting support to a number of students for English, journalism and film-making. I have provided guidance and support in Oxbridge applications and other university entrance interviews for English. I'm very familiar with the requirements across most major examination boards.

I have taught a range of ages and abilities in TEFL in both Moscow, Russia and Istanbul, Turkey and can support non-native English speakers with levelling up to a high standard in public examinations (GCSE & A-Level).

Tutoring Approach

With regards to English Language and Literature, my focus is on helping students really understand and appreciate the literature - both through direct exposure and reading around those primary texts as much as possible. Developing a deep understanding builds the ability to critically appreciate a text which is the core skill students need to demonstrate in any examination. In addition, the ability to construct an effective essay argument, using a straightforward but endlessly flexible structure, is another core skill I help students to acquire. End of the day, I look to achieve this by rendering these texts relevant to each individual student - finding an aspect that resonates with them, through which they can identify with it and ideally build up natural enthusiasm and curiosity as a result.

With regards to Psychology and Physics, the approach is around clarifying core concepts first and foremost. Once students can understand and explain the "how" in enough depth, they can then begin applying any formulae or application of those concepts effectively. Ensuring all of these concepts are related to one another, building a set of strong, intuitive links between them, is a huge enabler for higher marks at exams, as it also plays to the strengths of human memory. As with English, it is often about making concepts relevant to the student - even if it may not initially appear related. This triggers the "spark" that ignites further exploration and deeper understanding.