As an avid reader and current A-level English Literature student, I am eager to develop my passion for the English language. My lessons are flexible and tailored to your concerns, whether it be conversational English, IELTS preparation or A-Level English. My teachings are conducted in an online format, allowing greater flexibility for both the tutor and the student, making it more accessible to...
As an avid reader and current A-level English Literature student, I am eager to develop my passion for the English language. My lessons are flexible and tailored to your concerns, whether it be conversational English, IELTS preparation or A-Level English. My teachings are conducted in an online format, allowing greater flexibility for both the tutor and the student, making it more accessible to students across the globe. Having been raised in a bilingual environment, I sympathise with the difficulties that students may face in learning English as a Foreign Language, and therefore. I want to help them overcome these challenges and develop confidence in their language abilities.
During the first introductory lesson, I will assess the student's level of English and current goals in an interview-esque format, which allows me to gauge the student's current level and their desired level. I will then plan and base my students on the student's desired areas for improvement.
I have had past experience in tutoring students, having delivered Free English lessons to underprivileged children in Hong Kong, and my format is flexible, as opposed to a rigid standard format as all students are at different stages and learn at varying paces. I believe this personalised approach allows me to specifically target the student's concerns, whether it may be in writing, speaking, reading, or listening.
As a neurodivergent myself, I am aware that learning in a traditional classroom format may be difficult for some students, inspiring me to teach through an online platform, where a more flexible learning system may be more beneficial and effective.
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