Studying Biomedical Science at a Russel Group university achieving firsts.

I have experience tutoring at both A level and GCSE with particular skill in concise targeted teaching. Below GCSE I also have experience teaching mathematical skills and problem-solving. Achieving A* grades in subjects taught.

A careful balance between understanding content whilst also prioritising exam questions and techniques is important in order to maximise the ratio between study time and increased marks. We all know how pedantic mark schemes can be, even if students have covered and revised everything, a missed keyword or misinterpretation of action words can be the downfall of even the most motivated students.

In my tutoring, I get to know my students and ask them where they feel they need to develop, targeting areas for improvement by selecting appropriate question types designed to challenge them. This encourages and focuses in on dynamic learning, guiding them to ask questions that highlight where understanding needs development quite naturally. This is particularly effective for students who find it difficult to identify their weaknesses independently.

A typical lesson would likely consist of briefly covering a requested topic as if it were a lesson and then applying that knowledge directly to appropriate exam questions to solidify understanding in a way that guarantees improved question understanding.

Many students are under the impression they must memorise whole textbooks' worth of information, causing overwhelming stress. My goal as a tutor is to streamline the process of learning by cutting out unnecessary information or ineffective over-explanations seen in schooling and textbooks that lead students to waste their limited time by "overlearning".

At these levels of education, I strongly believe in reverse-learning. Looking at what the exam questions want first and then developing an understanding as to why /after/ by exploring in more depth the topic where development is necessary. This immediately condenses and focuses on the most crucial parts of the course with no need for the student to filter that information independently.
No more wasting time pointlessly highlighting textbooks, labelling post its and repeating content.

Concise and quality teaching that maximises time spent to marks improved.