Natalia

I have been particularly praised for my understanding of cultural sensitivities and the ability to build trusting relationships with students of varying background, age or education. I am a strong believer in that “the mind is not a vessel to be filled but a fire to be ignited” (Plutarch). I always strive not only to share knowledge but also to build up confidence of a young individual and to help him/ her discover the joy of learning. It is not only about me doing my best so my tutee can excel academically, but it is about the entire learning process that I believe I can make creative, inspiring and enriching. I believe in every young person I work with with adequate support everyone is able to progress and grow.

After having worked at several established London-based sixth-form colleges and independent schools for the past several years, I have now decided to become an independent, professional full-time tutor.

Willing to travel: 2 miles

Experience: Apart from current tutoring, before, between Sept 2011 and May 2014, at the University of Manchester, I was responsible for delivering seminars on “Managing Offenders in the Community” to 3rd year and “Psychology, Crime and Criminal Justice” to 1st year undergraduate students. Each seminar group comprised ten to fifteen students. I designed each seminar in alignment with course programme and made use of audio-visual resources and journal articles to ensure a fruitful discussion I prepared third-year students for end of term presentations. The average mark achieved every academic year was first-class. I also prepared first-year students for end of term exams and marked their exam papers. In every class, I strived to provide a stimulating learning environment for students and a chance for myself to improve my teaching skills and techniques becoming a nurturing, creative teacher, devoted to helping students realise their potential.

Finally, between Sept 2006 and June 2007, I had volunteered for the charity organisation "The World for YES" in Warsaw, Poland. I had taught English to high-school students (five in a group) with learning disabilities (dyslexia and ADHD). The students attending the class had had major problems with the English course in their respective schools and I had supported them with school course work and homework. I had carried out individual assessments to pick up learning gaps and customised learning material used a variety of textbooks and audio-visual resources to produce the teaching material. Also, prepared tests and provided oral and written feedback on students’ progress. I did succeed in encouraging them to make more effort and to try harder by being supportive and caring about their progress. All of them had initially been at risk of failing the subject and not getting a promotion to the next class but they all in the end succeeded which was to me the greatest reward.