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156 tutoring teachers in Croydon

Trusted teacher: In these neuro-divergent times, the binary division of "one language or two" in bilinguals is perhaps due some contestation, which students are capable of providing. I have always found bilingual production models (and the ubiquitous Powerpoint slide) that university teachers provide a hindrance because of their lack of explicitness and discussion - they are just not relatable as presented nor do they provide much information or examples for monolingual students. Code-switching, a by-product of bilingualism, is now a term that is even found in minority-ethnic neighbourhood grafitti ("can white people code-switch" a found example). My personal position is that there is no such thing as bilingualism: there is always a language that suffers attrition, and one language that prevails, mostly because of its prestigious standing over the other language. On the other hand, a child exposed to more than one language cannot be truly monolingual. For this course (very popular at universities around Europe both at undergraduate and postgraduate level) we shall go through the terms used to discuss bilingualism, in detail, and then discuss, with the help of published books and articles, who can be considered bilingual (or are we all, one other language lying dormant?). Can bilingualism be defined by the speaker, instead of the "community"? Can it be imposed by the State? Does a bilingual brain function in the same manner as a monolingual brain? These are research questions that emerge as dissertation or thesis topics both at undergraduate and postgraduate courses.
Grammar · Social studies · Child development
I've completed my GCSEs a little over a year ago , I'm on here to fund myself in the future (primarily university) . I've averaged above an A (above grade 7) overall with recent experience and am still attending sixth form . Because of this I'll be able to easily relate to and figure out the needs of my tutee as I was in their position not too long ago . I myself studied based on topic rather than necessarily textbooks , this means that I can make due with any textbook or other material (this accounts for difference in exam boards). I can teach a concept from the ground up , or to solidify knowledge on topics as well as teach the basic principles for understanding the topic in the first place . I'm especially good at understanding and taking advantage of mark schemes to maximise grades , despite if the topic is completely unbeknownst to you . Though this seems minor , this tactic means you'll almost never score zero marks on a question . Ergo : if you can do half of the questions on a 100 mark test you'll get around 50 marks (high C to low B grade , grade 5 to 6) however even without understanding the rest it's easy to get at least another 15 marks up to around 25 (you usually cannot get over half marks without getting close to the answer , which is why half the remaining marks is a typical maximum) putting your grade up to to a minimum of a strong B or a maximum of a solid A (min of a grade 6 and max of grade 8) all of which requires minimal work which you won't forget . In English a similar thing can be done with punctuation , so long as you use a type of punctuation once ; you can score easy additional marks and get more marks on other criteria due to the examiner's bias . This is my forté .
Math · Chemistry · English
Hello, I’m Sam. I’m currently an University student at Exeter University, studying Economics. I recently left KCS, Wimbledon with three A-Levels (Maths A*, Economics A*, Latin A). I’m keen to tutor students at A-Level or below in either Maths or GCSE or below in Latin. I achieved grade 9s in Maths, Further Maths and Latin at iGCSE. I have experienced tutoring students aged 8-16 over the last 4 years in Maths and Latin, both online and in person. I have further experience working with children having coached football, rugby and cricket for the last 4 years. I am a very flexible tutor, and am happy to teach whatever my student needs most that session, whether it be a homework or concept they don’t quite understand, or revision for an upcoming test. I have a deep understanding of current curriculums, having studied them across various exam boards not too long ago. During sessions, I'd start be seeing where my tutee has been struggling or making mistakes, before walking through practice questions with them, to see how their current level of understanding translates into real, exam-style questions. I aim for my tutees to take the front seat during sessions, in order that they are doing all the critical thinking, in order to help them practise without my help. I may also set a few short homeworks to ensure my tutees are consolidating what they have learnt, and don't forget it all by the time our next session comes around! My main aim is for my tutees to enjoy the subject! By enjoying it, you will be more inclined to concentrate, and put the work in to achieve their potential by the time exam season comes around. I believe that no matter how a student has performed in their subject in previous years, I can help them achieve the highest grades in their exams, and I will not settle for less!
Math · Latin
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