Hi, I'm Charlotte and I am currently studying psychology at university. I joined MyTutor last year, helping four A Level students in the lead up to their exams. I have also privately tutored GCSE students in Maths, Geography, Business and Religious Studies. I also previously volunteered to tutor Maths and English through an online platform to disadvantaged children in Kenya who do not have access to school.

I love psychology as I have always loved working with people. I am very empathetic and love to help others, so combining this with my passion for the mind, I am looking forward to helping others in multiple ways through tutoring.

I understand that everyone has a different way of learning, therefore I find it is important to help find the best way of learning, whether someone is a visual learner, auditory, kinaesthetic or reading and writing. I want to make sure students find lessons enjoyable and beneficial from the first lesson. I think its important to focus on those areas that you don't enjoy learning, as when revising individually you tend to avoid these areas, and instead turn these into more enjoyable areas and provide effective ways to understand and learn topics.

I have delivered a variety of lessons to previous students, and this all depends on their preferred style of learning. Personally, I am a visual learner, and I remember finding this challenging at school when my teachers could not adapt to this, so I find it important to identify what learning technique works best for students so that the time I have with them is the most productive.

I like to carry out lessons with a rough plan, but this is then built on by what priorities the student has that they would also like to focus on. When content is being covered, I like to follow this up with some exam practice questions so that from the start students can be thinking about how they would answer an exam question on that topic even when they are initially learning it.

If timing in exams is an issue, I have a plan where I would implement timed exam questions, but I would start with a large amount of time in accordance to the marks of the question, and then every session I would reduce the time given to them until it is at the set time it should take them to write this answer. Not only does this demonstrate that writing an answer quicker is possible, but it also makes it more realistic rather than instantly jumping to writing answers in a constricted timeframe.

I also like to measure progress by asking the students questions about the topic or area we discussed the week before to see how they are learning from my sessions and if there were any areas they didn't quite understand.