Hidaya

My name is Hidaya, and I am a science communications enthusiast who has recently graduated. I have a bachelors degree in Biochemistry (1:1) from The University of Manchester.I have been tutoring in schools and privately for over 5 years. I am a keen science enthusiast, and have only just tentatively stepped into the world of science communication; I have written articles for the Biological Science Review and The Biochemist Blog, and currently freelance for AZo Network, where I write Life Science articles (in Biochemistry and Molecular Physiology).



I believe questioning and reasoning are great skills for students to develop. I will question you, and in turn, I hope you will grill me! I hope that I will make your studying a little less dull; I love to contextualise what I am teaching and point my students to great resources - videos, blogs and articles that supplement your learning and offer a new way of approaching a subject. I see my role as a facilitator of learning, and my job is to ensure you understand and develop your skills in critical analysis that will make you a self-sufficient learner in the future!

Availability: Weekdays after 6:30PM and weekends 9-6PM

Willing to travel: 4 miles

Experience: I am passionate about teaching; I have over 3 years of experience tutoring students from 11-22 years old over the past 5 years, and over 120 hours of teaching assistant practice in both the Primary and secondary school setting.



This has provided opportunity to refine my teaching practice, and allowed me to develop my own scheme of work, complete with lesson plans and worksheets, devised using the guidelines of the National Curriculum and exam board specifications. Demonstrably, I am organised and committed to ensuring that my students get the best support. I encourage the student to take ownership of the sessions to ensure they feel comfortable with voicing their cognitive processes or struggle in understanding. I aim to tailor my sessions to the individual`s learning style, whatever that may be. I have found that problem-based learning is effective as are metacognitive approaches - asking students why they think what they think really probes higher-level thinking and understanding. Over time, it instils a sense of confidence in their ability.



Ultimately I hope to inspire students to immerse themselves in the scientific world and marvel at the real-world applications of science that have propelled our advancement into the present day as we know it!