I am a Ph.D. graduate in Biochemistry from Imperial College, London, and my specialist subjects are Chemistry, Biology and Maths. Also I can teach Biochemistry undergraduates as well.
My desire to share knowledge with others most likely stems from school days where I would spend time in science camps preparing for Lithuanian National and International Chemistry Olympiads.
The preparations involved not only lecturer-student but also student- student interactions with latter being most fun as it would require explaining various topics to other, often younger students.
By obtaining more knowledge with AS-A2 studies in Christ's Hospital school, UK and with undergraduate and postgraduate studies at Imperial College, London it allowed me to share the accumulated knowledge with a larger number of students, both AS-A2 level and undergraduates.
Teaching students of different levels with different skill set allowed me to develop a personalized approach in tutoring for each student which involves identifying individual strengths, weaknesses and as many as students think 'stupid' questions as possible!
If needed, we will use bananas, apples or any of your favourite fruits as well as we will imagine the party where everyone brings electrons with them, but there will be no 'I cannot understand this topic' phrase in our vocabulary.
Willing to travel: 50 miles
AS-A2 level Chemistry tutor, 2012-2014 - I was tutoring Ellie continuously for two years throughout her AS-A2 level Chemistry studies. At the beginning she did not enjoy it, she felt like it was not her subject and that was probably the reason parents wanted the tutor.
Her initial plans were to drop Chemistry after completing AS course, but after getting ‘B’, the grade she did not expect she decided to continue Chemistry for A2 level and eventually got an ‘A’ grade! -I was tutoring Chamach continuously for a year throughout his A2 level Chemistry course. He found the transition between GCSE and A-level exams slightly difficult.
The main challenge for him was not the scientific content but the exam format. For this reason we were placing a big emphasis on how to present the relevant information in the answer and get full marks in the question. Eventually he got a ‘B’, the grade he needed to get to the university of his choice and is happily doing his undergraduate degree. -I was tutoring Sophie and Cookie AS level Chemistry for a month period to help them with past papers and exam tactics.
For each lesson Sophie usually needed some help on very specific questions such as reaction rate and enthalpy calculations so I would always bring more questions on the specific topic. On the other hand, with Cookie we put a big emphasis on revision plan, fixing the gaps in the knowledge and practicing past papers.
Chemistry, Biology, Biochemistry Undergraduate tutor, 2010-2016 - at Imperial College London I worked as a Graduate Teaching Assistant for Maths revision problem classes, Chemistry revision problem classes, Biological Chemistry problem classes, Genetics problem classes as well as demonstrator for Genetics practicals, Enzymes Inhibition practicals, Microscopy practicals, Ecology and Evolution practicals and Medical Glycobiology practicals.
Every single set of tutorials and practicals would be interesting and challenging for us teachers in a unique way. However most enjoyable were Maths revision and Chemistry revision tutorials. Every year there would some students who really struggled with these subjects at the beginning of the term.
Our tutor team would have five three hour-long tutorials not only to explain the material, but also make them confident to use the taught principles throughout the course.
As a tutor there was nothing more rewarding than meeting these students at other tutorials, practicals and observing them to be able to apply the earlier taught Maths and Chemistry elements to the Biological problems. - I was teaching Maryam General Chemistry course for her Undergraduate Medicine degree over the summer period. Initially she was overwhelmed by the complexity of organic chemistry reactions in her undergraduate level when compared to the school level. Step by step we were taking each reaction, breaking down their mechanisms to individual steps and we started to observe that all these different reactions share very similar common steps eliminating the need to blindly memorise them.
She has not only passed the exam and her grade exceeded her expectations, but she also started to look forward seeing chemistry elements in her Medicine lectures. -I was helping Piya with the advanced Proteomics material for her PhD studies. Coming from the Biology background, she needed some help with some chemical aspects of the field such as peptide fragmentation mechanisms and different approaches for sample preparation.
I was extremely happy that eventually she was confident with the chemistry of the Proteomics studies and got full marks for her assignment. -As a Ph.D. student in Biopolymer Mass Spectrometry lab in 2012, I was supervising Fara for her 10 weeks Final Year Project at Imperial College, Biochemistry titled ‘Structural analysis of glycoproteins from D. viviparus using MALDI-TOF Mass Spectrometry’.
Similarly in 2013 I have supervised Josephine for her Final Year Project titled ‘Characterization of glycosylation in liver progenitor cells to elucidate tumorigenic potential’. For both these 3d Year Undergraduate students I was teaching the lab skills required in our laboratory, explaining the principles of Glycobiology and Mass Spectrometry and guiding their poster presentations and thesis write-ups.