NT1443487

Tutor’s Teaching Background

A Levels History and O Levels History 1 year teaching experience as a private tutor for both A Levels and O Levels History, taught 2 students. Student grades generally improve by 1 grade for A Levels and 2 grades for O levels. Can prepare own materials after initial session to determine students’ needs. Comfortable with in-person and online, but in-person sessions are preferred. Achieved best in cohort for A Levels History in 2018 and 2019. Currently doing History as a 2nd major in NUS.   A Levels Chinese and O Levels Chinese 1 year teaching experience as a private tutor for both A Levels and O Levels History, taught 3 students. Student grades generally improve by minimally 2 grades for O levels. Can prepare own materials after initial session to determine students’ needs. Comfortable with in-person and online, but in-person sessions are preferred. Achieved best in cohort for O Levels Chinese in 2017. Academic Credentials: H2 History A Level Grade: A H1 Chinese A Level Grade: A History O Level Grade: A1 Chinese O Level Grade: A1 Highest in Cohort for H2 History in 2018-2019 Highest in Cohort for O Level Chinese in 2017 4x Honour Roll in NYJC Lesson plan: First lesson I would usually scout the students’ interest(s), inclinations and gauge the students’ abilities through conversations/having the student do a practice paper to tailor it for the student as I believe that the purpose of tuition is not to simply reteach or rehash what has been taught in schools but to solve problems that schools fail to. For subsequent lessons and preparatory work, I will base it on the needs of the student, whatever that may be and this will be done in two ways. Based on the results of the first lesson, I will prepare exercises specifically in the students’ weak areas and have the student vocalise his/her thoughts while doing the exercise to break down and pinpoint the specific area where the problem lies. For example, if the problem lies in issues with pronunciation (a common problem), I will have reading aloud exercises where I will ask the student to explain why he/she thinks a certain character sounds like what he/she thinks it is and from there work out how the student recognise Chinese characters and their sounds/what the student is relying on to do so. From there, I will try and rectify or improve upon the ways the student is using to do so. (E.g. if the student is relying entirely on radicals to discern the sound, I will seek to explain the problem with that and propose alternate methods like linking different words of similar sounds to help with recollection). If there are issues with explaining the concepts, I will use the students’ interests and inclinations to better explain the concepts necessary. For example, if the student is a visual learner, I will seek to draw out or use images to explain/demonstrate my point, like drawing out or showing the similarities between different characters to show why they sound similar. If the student likes video games, I will use video game references or analogies to explain my point. For example, similar games belong to the same genre, just like how characters with similar radicals often have similar meanings. Lastly, through this, I will also seek to propose more fun ways for the student to improve beyond just traditional homework. For example, if the student is a fan of romance dramas, I might request the student to watch a Chinese romance drama to help with pronunciation and word recognition and discuss about it with the student in order and to build rapport.