Kenza

I am 19 years old currently undertaking an English degree at Durham University. I am fully bilingual and grew up speaking French. I have taught both French and English. I love tutoring and find it to be a very fulfilling experience. I enjoy academics and hope to teach later in life.

Willing to travel: 3 miles

Experience: Hi!
My name is Kenza and I am currently at Durham University doing a degree in English Literature. My approaches differ on what level I am teaching. I usually begin with an introductory session where the student and I find the problematic areas that we will need to discuss. I then write out a rough tutoring plan with the student depending on their needs. I teach anywhere between 1-3 hours. I find that four hours is often too much for the student and keep longer sessions for when the student is approaching exam time.

I have quite a lot of experience in tutoring as I have been tutoring since I was thirteen. I tutor non-native speakers (I grew up in Belgium and speak French, which is why a lot of my entourage were not native speakers). I also tutor English Literature and Language for GCSE as well as A-level and Pre-U.
English is my passion but I understand that a lot of students struggle with it, so I do my best to find some middle ground in way that can be engaging for both me and the student.
I do everything from exam prep to tutoring throughout the year, as well as everything structural (personal statements, essay structures etc.)
All in all, I just try to make the lessons as engaging as possible and view tutoring as a collaborative effort rather than an `I teach, you listen` mentality.
I have taught multiple ages (from 5 years old to 16/17) and can tailor my approach easily to the age of the student. However, I prefer teaching GCSE and A level. I also teach Pre-U, which is a qualification that a lot of public schools have. I have done Pre-Us myself and thus understand the difference in content. I have taught multiple students and find it to be an extremely fulfilling job. All in all, the basis of my approach is to make the student comfortable. Often students are daunted by the idea of being perceived as `stupid` or making a mistake, which is often their greatest inhibitor.