I have over 360 paid hours of experience working on University Preparation and Academic English courses. My experience includes one-on-one personal statement workshops, personal statement writing, interview practice workshops and one-on-one mock interviews.
I have previously assisted two students recently in editing and refining their personal statements, both of whom received offers from Oxbridge. Currently, I am working with several students applying to Oxbridge and other top ranked UK universities. I am also tutoring several students on the LNAT, covering techniques for both the multiple choice questions and short essay. In addition, I am working with a Criminology undergraduate and several students studying history A-level.
I also have extensive experience in teaching British Parliamentary debating and Model United Nations (MUN).
I successfully gained offers from 5 top UK Universities (Cambridge, Bristol, Exeter, Nottingham and Birmingham) to study Law via UCAS, including scoring highly in the LNAT. I then completed the University of Cambridge SAQ and a college based law test, to secure a place at Pembroke College, Cambridge.
Beth's last completed
Cambridge Law Test job with Sohail:
Occasional - Need help with the following :
Cambridge Law Test.
Writing Essays.
Interview Techniques.
Personal Statement.
Beth's last review in Cambridge Law Test from Sohail: I'd reccomend we chat through the law university admissions process, including the Cambridge Law test and the LNAT. It might be helpful for us to go over the main sections that will be addressed in your personal statement and at interview so you can start to consider your approach. Excellent in providing very useful tips and an overview in the admissions system. Very informative and enjoyable lesson!
I have various experiences of teaching, coaching, tutoring and generally mentoring others. My most recent experience involved consistently and successfully tutoring an A-level law student, and giving in-depth feedback to multiple different students on their personal statements, as well as offering specific advice on entrance exam and interview technique to students applying to Cambridge. Although these experiences are academic, I also have various experiences of coaching and teaching students on a much broader level. The most significant example of this is coaching junior debaters for two years.
My approach to teaching is extremely individualistic. I appreciate the fact that every student has a different way of learning, whether it be visually, orally or by any other means. So my approach to tutoring is understanding what exactly the student would like to get out of tutoring and the best way to engage in the subject with them. An important part of this, is providing very specific feedback. It is very easy for a tutor to give general feedback on a subject matter. It takes much more for a tutor to tailor their feedback specifically to the individual. I prefer the tailored approach.
Cory's last completed Cambridge Law Test job with holly: Occasional - law secondary school level
I have 14 YEARS of TEACHING EXPERIENCE. This has encompassed ALL AGES (preschool to adults) and abilities (BEGINNER to POSTGRADUATE). Subjects I've taught are: GCSE & A Level (Music, Business Studies, Media Studies, Maths), British Primary School Curriculum (Maths, English), Admissions Tests (11+, 12+, 13+, 16+, SAT, GRE), American Elementary School Curriculum (Language Arts, Science, Social Studies, etc.), Preschool (Numeracy & Literacy), English proficiency tests (IELTS, TOEFL, Cambridge YLE), Business English, Academic Writing/Composition & Presentations, English Conversation, Grammar, University & Job Applications, Project-Based Learning (PBL), Music Theory & Analysis, Improvisation & Jazz, Saxophone, & Piano. Additionally, I have worked in all kinds of SETTINGS at both public & private primary & secondary schools, universities, adult learning centres, cram schools, businesses, within the home (as a residential home school & a private tutor) and online (to students worldwide). In addition, I have served as the Head of English & PBL at a private elementary & junior high school, as the Academic Director of a test prep centre, and have provided educational consultancy & tutor training to Oxford's oldest tutorial college.
I have worked as a professional tutor and educational consultant for six years. I have taught dozens of students for thousands of hours in total. I have also worked as a teacher in an independent school in North London.
I have had many successful students; a few examples include:
>Two admitted to study HSPS at Cambridge.
>One admitted to all three of Westminster, Winchester, and St.Paul's for 13+.
>One who gained 84/84 marks in his A-Level Politics Paper 2, which is now being used as an exemplar.
>One who gained an A in A-Level History after being predicted a C.
I believe that the most important virtue in a tutor is the ability to empathise with a student's cognitive position. When teaching I aim to guide a student through the mental steps needed to accomplish the goal of the lesson.
I typically spend much of a lesson in dialogue with the student. I break this up with exercises to embed and reinforce key points, but I always end the lesson with a call to reflection on what the student has learned. I emphasise that knowledge is open-ended and interconnected.
I have close to 3 years of experience in coaching students in law and assisting them with understanding the requirements of particular topics and the art of essay writing. I am very reliable and readily available to the students who truly want to learn, and always wish that students strongly benefit from my coaching. Hence, I go out of my way to help the students with the tutored subjects, rather than treating it merely as a paid service. Moreover, I have been able to overcome language barriers and specialise in coaching Chinese and Arab students who have English language issues. My USP in law tutoring lies in the fact that I completely customise my lessons to the student, as opposed to following strict regimes. This helps the student develop their knowledge as per their needs, as opposed to learning something generic.