Neel

I am an undergraduate, studying medicine at UCL Medical School (currently in my 5th year). I was educated in Leicester and am tutoring now because as well as the sense of reward I get from teaching, I want to maintain the skills I developed in my previous tutoring roles. I row for RUMSBC`s 1st XIII, after having rowed as a novice in my first year of university and the 1st XIII from then on. I have also rowed with UCLBC and went to Henley Royal Regatta Qualifiers with them. I played rugby and basketball before I came to university, as well as being heavily involved with a music centre - playing cello (grade 8) and double bass (grade 6).

Availability: Fairly flexible regarding evenings and weekends, can discuss finer details on an individual basis

Willing to travel: 3 miles

Experience: I have worked for a music charity, offering instrumental lessons, as well as theory lessons. Many of my pupils were primary and secondary school students, and as a result of this had school work that they were struggling with. Due to the fact that I am approachable and try to make my tutees feel comfortable, they felt able to ask me for help with their school work alongside their music. This was highly beneficial for the pupils, as once they had their school work worries dealt with, they were more able to focus on the job at hand - the music. I feel this is key to a productive session to ensure that both the tutor and tutee are in the correct frame of mind to teach and be taught. Upon sitting their exams, my students excelled. My specialist subjects are Maths and Chemistry, and I also teach biology and physics. I feel that I am a good tutor because along with a strong set of A-levels and the prize for scholastic achievement from my school, I have also tutored before in a paid capacity, achieving strong results in the exams that my tutees have sat. In addition to these subjects, I am also able to offer advice and help with interview technique for prospective medical school applicants. My tutoring approach is to establish the areas that my students find difficult as quickly as possible in order to spend as much time working on specific areas of weakness, instead of simply setting questions for routine completion. I always try to make sure that my students feel comfortable enough to let me know if what we are doing is too easy/hard, or if they are not finding the current style useful. Closer to exam time I like to crunch through past papers and tackle questions that often trip students up, so that if questions like that appear in their own exams, they are well prepared.

  This user has a total of 1 images, view them all in their Photo Gallery .