A full-time tutor and native speaker of English, I specialise in teaching English for both exam preparation and communicative purposes. Over the last eight years, I’ve taught students of all levels and ages, accumulating more than 4,000 hours doing so. At the same time, I've also worked with students of various ethnicities and cultural backgrounds, with many of my students coming from countries like Korea, China, Japan, India, Vietnam, Thailand, Malaysia, Saudi Arabia, Libia, and the Netherlands. My extensive experience in language teaching has not only enabled me to easily adapt my material and teaching style to suit a wide range of learners, but it has also allowed me to quickly identify the unique strengths and weaknesses of each student.
Additionally, my familiarity with scoring and technique requirements of exams like IELTS, IGCSE and Checkpoint mean that I’m able to offer dedicated courses for each of these exams. In terms of my formal qualifications, I am certified by the University of Cambridge under the English teaching programme CELTA, and I hold a Bachelor of Laws (Honours) from Bristol Law School. Further certification by Dyslexia International and University College London (UCL) also allows me to assist children with learning difficulties, such as ADHD and Dyslexia. Presently, I am in the process of completing the prestigious Cambridge DELTA course to further enhance my ability to offer effective and highly personalised English lessons.
An initial assessment is conducted to help determine a student’s level of proficiency and identify areas for improvement. A personalised study plan is then provided to let students know their strengths and weaknesses as well as the time it would take for them to achieve their goals. I always welcome feedback to ensure that the materials I use are suitable for the learner and that it matches with their expectations of the lessons.
- In order to help students understand what is expected of them in an exam, I work closely with the scoring requirements of that exam. Once students are familiar with the marking criteria, we practise applying that knowledge in a series of practice questions and past papers. At the same time, model answers and lots of materials for self-study are provided to ensure students are able to make progress outside of our lessons. Challenging areas are given more attention, while a systematic approach is used to reduce mistakes and improve response quality over time. I find that one of the reasons why many students fail to succeed in exams is because they are unsure of what is expected of them or how an examiner might view their work. My approach guides them in this area.
- Believing that language learning should never be contained within a textbook or the four walls of a classroom, my approach focuses on language aspects that are relevant and immediately applicable to a person’s daily life. In this way, students have a greater chance of remembering and using what they’ve learnt in lessons. Meanwhile, a heavy emphasis is placed on aspects like vocabulary, grammar and pronunciation, as I believe these to be the core of language learning and necessary for long-term improvement. In order to improve fluency, students should expect to engage in relaxed discussions on up-to-date topics that match their interests, while occasional role-plays or games will be used to practise vocabulary or grammar. Rest assured that my lessons are always detailed and thorough, with practice and error correction given by the end of each lesson to solidify learning.