Firstly, it is crucial with exam based subjects that a tutee should target qualified teachers (with QTS) as they have conversed with the current changes that have taken place with GCSE and A-Levels. They are aware of syllabus amendments and have a range of tools to support how to interpret command verbs within the exam.
I am a qualified teacher (with QTS) that has over 10 years leading several departments in Computing, Business, ICT and Design across a range of qualifications and exam boards. As a result of this and exam board work (working as an exam marker), I feel I understand what is required to pass the exams.
The exam board experience stems over a range of exam boards (OCR, Pearsons, AQA and CIE) completing a variety of roles, from verifying coursework to exam marking and leading exam markers.
Both teaching and exam board commitments compliment each other, seeing the teaching misconceptions and to get the exam marks, with great success in my teaching.
I have a good understanding of assessment needs to qualify for the higher Level questions in exam papers which have proven successful (primarily focusing on the command verbs in the question) which can be a focus within the online lessons.
I have taught both Art History and Fine Art for 7 years and I can guide students to develop their art portfolios for university entry, for GCSE and A Level exams as well degree level. I can also help with art history essays, academic and creative writing, personal statements, interview skills, university entrance, presentation/public speaking skills and dissertation writing.
You can take a look at my art work at www.stellakarageorgi.com
General arts and English teaching and lecturing spanning 20 years. BA (Visual Arts and Performing Arts) in private and mainstream.
Mentor and teacher for BADE scheme at Royal Academy in London. English language teaching since 2012. Currently tutoring a year 7 (dyslexia), a GCSE drama student , an IELTS student and in school Pupil referral unit, English key skills level 1 and IGCSE ( since Sep 2019)
TEFL specialist fully certified. Experience (6 years online) ranges from low level English ability to preparing students for IELTS, IGCSE GCSE and TOEIC exams.
Employed by ITutor and EF Academy global organisations (6years). English, Dance and drama specialist and lecturer, 20 years.
English preparation and tutoring experience on a 1-2-1 year 8 and 9, pre GCSE preparation and GCSE and IGCSE. Can raise lower level attaining students. (Online experience 6 years)
Employed by Equal Education ( London) to assist ´looked after children´with their English study KS 2 to 4 .
Employed by Campus Mate (London online) teaching general English, Art A Level etc
Employed by Thames Valley Teaching Personnel (Berkshire) to teach in schools cover supply, EAL Dance and Arts.
My specialism is Fine art, and have an extensive knowledge of photography and history of art.
I have a PGCE in Art and Design and a bachelors of Arts degree in Fine art.
I have I am a reflective, conscientious and encouraging tutor, I have structured teaching methods to suit student`s own pace and learning needs. I am able to teach fun step by step projects that explore a wide variety of materials and techniques.
Specific Learning Difficulties Diploma
Acute Anxiety training
Autism and Wellbeing Mentor
Warm, patient and sensitive tuition style
Tuition in the application of essay techniques and the research of answers for many humanities, arts, social sciences subjects, including Education and also English.
Expert research, referencing, citation and planning guidance
Works at many universities in the SW of Uk
I graduated from Cambridge last year, and wrote more than 50 essays over my time, and read even more books! I have learnt the hard way how to write a good essay, and how to read efficiently.
I miss studying and learning new things, but tutoring helps me to keep this up!
Because I have graduated I have more time for you!
I have taught a variety of adults and children from a wide range of backgrounds. I am currently running creative writing workshops for homeless, migrant, and LGBT+ groups in Cambridge, which has given me a huge variety of communication skills, with people both older and younger than myself. After teaching English in South Korea for a month last summer, there is no teaching challenge too big. I have learnt how to be clear and precise from working with people with English as a second language. I have taught sailing for 10 years at my sailing club. This requires teaching young people and adults complex pieces of theory, and most importantly, making these interesting to learn.
I have mentored and tutored on other websites and in undergraduate classes.
I have helped students submit prose composition pieces for school awards via webcam. I marked the student's submitted piece and we went over this together. I feel that reflecting over one's own work is the best way to improve. It required clear and thoughtful analysis to explain linguistic features to my student. I also like to make learning the language tie in with a familiarization with the cultural and literary context of the ancient world. This allows students to develop an insight into the society of the Greeks and Romans.
I have also taught linguistic features, such as the Greek aorist tense, to fellow students in student-led classroom sessions. This helped me to understand the subject matter on a deeper level, so that I have come to value teaching. I would ask my students to explain to me their understanding of certain things so that the lesson would be more of a conversations and discourse than a strict lecture.
In my years at Cambridge I have come to understand what it is that my DoS (Director of Studies) and supervisors expect of students. I shall aim to direct the lessons with a view to how supervisions are conducted. The interview process wants to see whether students are apt for such a teaching format. As well as interview help I can also give insight on how to make a strong applicati...
I am very calm and patient, and am able to explain concepts simply, and build detail into them. I am good at starting off basic, and developing knowledge until you become comfortable using it in a variety of contexts.
I am very keen to establish links between different areas of knowledge, and encourage constant reflection on what you have learnt to see how it ties into wider themes. I believe this helps develop both a broad and intricate understanding.
I do have experience with working with school age children, as a Guide leader and a UNIQ site manager. Along with the latter, and various outreach schemes with the University, such as Target Schools, I am used to giving advice about Oxbridge admissions, and have lots of experience in this area
I combine an exceptional academic record with a passion for the study of the humanities and excellent communication skills. Growing up, I attended the top London independent school University College School, where I received 10 A*s at GCSE. At A-level I achieved 2 A*s (in History of Art and English Literature), and 2 A's (in History and Latin). I did my BA in History of Art at Emmanuel College, Cambridge, where I topped the year and was one of only two students to be awarded a First Class degree with Distinction, otherwise known as a Starred First. I did my Master's degree in Gender Studies at Regents Park College, Oxford, where I focused on modern art, literature, and philosophy. Again, I topped the year, with a mark of 79 for my dissertation, and graduated with Distinction. I have since secured publication for the dissertation in a top academic journal - the 'Oxford Art Journal'. I will be returning to Oxford next year for a PhD (DPhil) in History of Art as a fully funded Ertegun Scholar (the most competitive humanities scholarship in the university). I would love the chance to share my knowledge, enthusiasm, and experience of education at Europe's top two universities.
I have experience with teenagers and children, and the most interesting and rewarding part of tutoring is seeing as the student gradually becomes more independent with their learning. Seeing as someone gradually realises what they are missing and what they need to do to improve is especially challenging: but it is the key to having better results!