What do I enjoy most about tutoring? ๐
I enjoy working with young people and seeing their improvement as they grasp more concepts.
My Strengths as Tutor ๐ช
As a motivated and dedicated person, and having previous experience in tutoring both K-6 and high school students ensures I am prepared to work alongside the students to improve their performance and confidence in themselves. Through the 6 years experience in tutoring younger children who are primary school aged, I have learnt the importance of patience and clear communication, and have obtained skills in differentiating my teaching style to suit the students method of learning. More recently, I have began tutoring high school students in both general feedback and assessment preparation, as well as the English advanced and legal studies courses. This has allowed me to provide constructive criticism whilst ensuring the student feels encouraged and supported, and ensure I am providing simple to understand explanations for difficult concepts.
Most important things I can do for a student ๐
Ensuring the student is comfortable within the learning environment and is engaged in the learning process, and explaining the concepts in multiple ways to improve their understanding. I am a highly committed person who genuinely enjoys learning new ideas and concepts. Despite this, I have struggled with stress and time management around assessments, and thus have personal experience around managing these time periods which can assist me in supporting other students in not only their academics but also their wellbeing. This is furthered by having personal experience with neurodivergent students including those with ADHD and anxiety. This has meant that I prioritise patience and connection with all students and ensure their mental health and emotional wellbeing is supported throughout their schooling, to contribute to a comfortable learning environment and increase each individualโs confidence.
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Recent Tutoring Comments:
Edie could complete the algorithms without using her times tables chart - which she needed to do in the first session. Whilst she is unsure of her times tables, she ...
Edie could complete the algorithms without using her times tables chart - which she needed to do in the first session. Whilst she is unsure of her times tables, she was counting up and taking less time to figure out the answer. She also remembered the trick for the 9 and 11 times tables.
Edie could benefit from knowing her 6 and 8 times tables, as she finds them hardest and there is no trick. We will target these in the next couple of weeks.
Edie could convert between the different units of length, we will just need to revise so that she remembers how much to multiple or divide by.
Edie could convert between the different units of length, we will just need to revise so that she remembers how much to multiple or divide by.
Although Edie could complete the perimeter and area problems when a diagram was pictured, she had some difficulty for the worded problems.
Edie confidently commented on some of the questions where she initially had the incorrect answer, explaining how she understands what she got wrong in the test.
Edie confidently commented on some of the questions where she initially had the incorrect answer, explaining how she understands what she got wrong in the test.
Edie often asked if she could use an algorithm to solve, therefore working on her being able to recognise and automatically use algorithms confidently can benefit her math.
Edie could use an algorithm to solve the two digit multiplication; she knew the process and with a times tables chart, could complete the questions largely ...
Edie could use an algorithm to solve the two digit multiplication; she knew the process and with a times tables chart, could complete the questions largely unassisted.
Edie was not confident with her multiplication and needed a times tables chart. Because she had trouble with them, we went through her 9 and 11 times tables.