Hanin Salem

I take a flexible and student-centred approach to tutoring, tailoring my methods to the individual needs and learning preferences of each student. Over the course of my own studies, I experimented with and refined a variety of revision strategies, including active recall, mind mapping, flashcards, and blurting. I have found that every learner benefits differently from these approaches, and I aim to help my students discover what works best for them. By doing so, I can adapt lessons not only to their personal style of learning, but also to the nature of the subject or topic being studied.

At the start of working with a new student, I focus on assessing their strengths and weaknesses. Some may require additional support in understanding difficult concepts, while others may need more practice in memorising key definitions or honing their exam technique. Once I have identified their needs, I structure lessons to target these areas and ensure that they build confidence across all aspects of their subject. I also coordinate lesson content with the order in which students are being taught at school, so that my teaching consolidates rather than conflicts with their classroom learning.

Each session begins with a short starter activity designed to test prior knowledge and set the tone for the lesson. This could take the form of a quiz, a practice exam question, or a recap of material from the previous session. These activities allow students to consolidate knowledge, clear up misunderstandings, and provide me with a snapshot of their progress. From there, we move into the main teaching segment, which may involve detailed explanations, diagrams, presentations, or videos depending on what best suits the content. If a student has upcoming exams, I place particular emphasis on exam-focused preparation, practising past papers and guiding them on how to apply their knowledge effectively.

A central feature of my teaching is encouraging students to ask questions and feel comfortable voicing concerns. I know from my own experience that many students hesitate to ask for clarification, and I want to create an environment where they feel confident that their queries will always be addressed. When tackling exam questions, I first model my own thought process aloud to show how I approach the problem, before giving students the opportunity to attempt similar questions themselves. We then go through their answers together, comparing them with mark schemes or model responses, so they can identify and learn from mistakes.

Finally, I set homework that is tailored to each student’s specific needs, focusing on the areas where further practice will be most beneficial. My goal is to ensure that every lesson ends with the student feeling more confident, supported, and equipped with effective strategies for both learning and exam success.