Personal Description:

I've been told on more than one occasion that I am one of the most patient people, and I think that this really lends well to tutoring and teaching in a classroom or 1-1 setting.

I think that a lot of tutoring is about the rapport you have with your students, and I try to consistently build this up by being friendly, supportive, while continuing to challenge my students.

I studied biology, chemistry (and a little bit of french!) at university, and am really passionate about biology as a subject matter. I love seeing my students understand the course content, and always try to find a way to relate their course to real life examples.

Tutoring Experience:

I went to teachers college, and graduated in 2014, and after my graduation I moved to London, England to teach for a number of years. I have taught in the British school system as a classroom teacher for five years in biology, chemistry and physics up until age 16 (equivalent Grade 10) and have taught upper year biology students up to the age of 18 (equivalent Grade 12).

I've tutored a variety of subjects, and have about four years experience in grade 11/12U Biology, Grade 9 and 10 science, grade 9 and 10 math, and primary school science and math.

Tutoring Approach:

When I have a new student, I like to start by getting the course syllabus, and seeing if the student is able to tell me where they are in the course, and to see if the student can identify any specific areas of weakness themselves. If this student is unable to do this using old assignments and tests is a a great way to work with the students to identify these areas. Whenever possible, I contact the classroom teacher to see if there are any other areas of weakness or misconceptions that they can identify, or any missing assignments.

Once we can really get into the course, I use a variety of methods. Repetition and practice is key, but I also like to include a variety of videos into the tutoring session, and try to make it as interactive as possible. I always assign a small piece of prior reading or small piece of homework for the student to work on in between sessions so that I can check progress consistently.