I grew up in south-west London, in Twickenham, before attending Tiffin School (Kingston-Upon-Thames) and Cambridge University, where I was awarded my BA (Hons) degree in History of Art. As well as acting, I love watching theatre and film, and find myself wittering away endless hours discussing them! Music is another of my great passions, and I listen to all genres in my spare time (in particular, I love Jazz, Classical and film soundtracks in particular). I am also a keen cook, French Horn player and rugby enthusiast, having played since I was 6. I am a graduate of Cambridge University and have been working as a tutor for the past 4 and a half years. This has included work with students of a huge range of ages (my youngest has been 6; my oldest in their 40s), and with some students who have additional learning needs (this includes dyslexia, ADHD and the survivor of a brain haemorrhage). As well as a tutor, I am an actor, theatre maker and facilitator. My other interests have always complemented my academic pursuits: I have played rugby union for 14 years, up to and including university level, and used to play the french horn in the school orchestra. Both activities gave me an opportunity to voice my individual contribution to the group whilst working within a team, invaluable experience for academic discussion as well as confidence in many other areas of life. They offer different approaches to problem solving and develop some of the broader skills essential for academic success, such as self-expression, articulation, flexibility and confidence. My approach to tutoring is to work with the student’s skills and passions, and bring them closer to the subject/topic at hand. I have always done this by making the topic/problem at hand more relevant and urgent. Whether this is through exercises to move and live as a book’s character, or animating views of the outside world, I’ve found that there are always ways of making a subject achievable and enjoyable. The more exciting element of this process, however, has been helping students to think about familiar problems from an unfamiliar perspective. It produces brilliantly unexpected responses, encourages them to see beyond their own viewpoint and helps them challenge themselves safely and comfortably. This is why I believe that tutoring can be such a powerful, important force in students' lives. It gives them confidence and pathways to see beyond their own point of view. It offers a unique opportunity to engage students with the material in a non-patronising, focused way. I will bring enthusiasm, sensitivity and experience with a wealth of behaviours and ability levels. I have the ease to quickly establish an environment that is comfortable, stimulating and tailored to each student. I have developed unique methods to identify areas for improvement when students themselves are unsure, and ways of tracking their improvement step by step. I can find ways of helping each student that are specific and particular to them.
Availability: Everyday (including weekends), 10am-9pm.
Willing to travel: 5 miles
4 and a half years` tutoring experience, including students with SEN requirements (this includes dyslexia, autism, ADHD and the survivor of a brain haemorrhage) and challenging behaviour. Teaching a very broad range of subjects, at all stages of education (KS1 to undergraduate level inclusive) including entrance examination/university interview preparation. Details below. (Experience also includes some adult learners.) Tutoring experience highlights: - GCSE English Language student who was retaking his exam for the third time. After a sports accident, he had suffered a brain bleed with left him with severe short term memory loss. After improved performance in his coursework he was moved up to take the higher tier paper and has passed. - GCSE English Language and Literature student with dyslexia achieving a 4 and a 5 in his mocks, respectively. Passed with a level 8 in both subjects. - GCSE English Language and Literature student predicted level 5 in both subjects. She recently passed with an A* in both. - GCSE History student who had to leave secondary school because of a nervous breakdown. Passed with a 9. - A-level Theatre Studies student who had to retake her exam. Passed with an A*. - Student who had been brought up in Italy was studying for English GCSE and was applying for the sixth form of a prestigious English boarding school. Passed with an 8 and was accepted into the school. - Student who was accepted for year 9 entry into Highgate School. - A-level History of Art student who had to retake her AS exam after failing. She passed with a B and achieved 94% on one of her papers. - A-level History of Art student accepted into the Courtauld Institute, the highest rated History of Art university in the country. - A-level English Literature student who had to retake her exam after failing. Passed with a B. - GCSE History student predicted a C. Passed with an A, and chose to pursue History at A-level. - GCSE English Language and Literature student predicted a C in both. Passed with an A in both. - GCSE English Literature student predicted a B in his mocks. Achieved an A* in 2 exams. Additional experience: - Working with The Medic Portal, a company that offers interview practice to Medicine applicants. - Working with Angel Shed, a theatre company which offers creative education and performance opportunities to underprivileged young people in Islington borough. - Volunteering with Access All Areas, a theatre company which focuses on making quality work with adults with additional learning needs. Roles included leading some creative workshopping, managing relationships with the adults and supporting performance. - Planning, executing and leading drama/English language educational workshops in Japanese schools and universities, as part of Cambridge University`s Pembroke Players programme. - Acting experience, mostly on stage, but also including a feature film due for release this year.