I am a passionate and diligent PPL student at Warwick University; I am very enthusiastic about science and its ability to transform our lives, and to help build a better society. Outside academics, I have always been involved in music and love playing the violin, guitar, piano and singing in my spare time; I also tutor the violin to an advanced level and have found it extremely rewarding and helpful in learning to approach different teaching methods. After university I aim to train as a barrister, and hopefully be able to work in the area of artificial intelligence law. At school, I found that taking a methodical and focused approach to each topic in a subject, alongside plenty of question practice, was the best recipe for succeeding in tests, and I aim to instil this approach in all my students as they prepare for their exams. I tailor each session to a student’s individual needs and concerns, assessing their content knowledge at the start of the lesson, before combining learning of material with exam technique revision and constant questioning from high quality printed and online resources. Crucially, I help students to make their own revision notes and resources, applying the most effective methods taught to me at sixth form. I am extremely keen to help students reach their full potential and I believe that anyone can attain a top grade at GCSE or A-Level if they approach their studies in the right way.

Central to my experience of preparing for A-Levels was the combination of learning content with active question practice, and this is the major principle which guides my teaching strategy. All information, however banal it appears to students, is better memorised when a rational for its use, and a framework within the subject as a whole, is provided alongside it, and working through questions is the only way this can be truly achieved. Additionally, many students separate revision notes from worked example questions; this can be a damaging mistake, so I help students craft concise and impactful notes, as well as resources, such as flashcards and mind-maps, based on the note-taking methods of my A-Level physics teacher, who fundamentally changed my appreciation of the learning process, and whose guidance has helped me even at university level. In a typical session, I begin with a recap of the previous lesson, and a few short questions on the last topics covered. I then start teaching new material; depending on the student’s needs, I run a first-time learning, revision, or exam practice session. Motivation for working hard towards success in exams is pivotal for most students, so I always try to link the work done in lessons to their ambitions for university and in life. Lastly, I closely monitor students' progress through regular testing, and also by gauging their understanding of topics discussed in sessions.