I am a third-year Computer Science student studying at a Russel Group University with a passion for problem solving and helping others. I have mentored students of all Key Stages up to A-levels (KS5), and work around the student to strengthen their target areas. I do this by integrating the real world in as many situations as possible, backing up foundational knowledge with real-life examples and analogies to ingrain in the student a true understanding and passion for the subject.

I believe the foundations of learning is having a genuine passion for the topic, which is what I aim to develop with each student I work with. This goes hand-in-hand with my methods to help the student to develop an understanding of how to learn the content, instead of using methods which just focus on a single question or giving the answer straight away.

I am a friendly individual with a wide range of interests, from reading to music to sports such as ice skating. I adapt my teaching style to the student I am working with, and always try to use their interests and understanding to aid my explanations of the topic content.

Please feel free to contact me if you have any questions about anything!

The first lesson I have with all of my students consists of a diagnostic in which I get a good idea of the strengths and areas of concern for the student. Using this paired with discussing likes, dislikes, personal goals and current struggles with the student, I then construct a rough plan for the following sessions I will have with them, outlining topics and specific areas of focus to obtain their goal. This gets developed as we work through the weeks and becomes more detailed as I get a better understanding of each individual student.

The following lessons usually start with a quick recap of the previous lesson's content, going through any work the student may have done over the week for me to look over, and then the majority of the lesson is catered to addressing the topics we highlighted in the first lessons. I believe strongly in allowing the student to lead the lesson with regards to if they do not understand a specific area, as these sessions allow us to target specific misconceptions or parts students don't understand, which they would usually struggle to get help with in a larger (classroom) setting. For this reason I am flexible when it comes to spending more time on some topics, which is why the plan created in the first lesson is rough and allows adjustment.

At the end of each lesson we recap the main points of the lesson and confirm the topic(s) we will be covering in the next lesson, so the student always knows where they stand with attaining their learning goals.