Anum Liaquet - Tutor in Dagenham
| Subject | Age/level and price |
|---|---|
|
Primary Age - £20 - 60min
Secondary Age - £20 - 60min
KS1 - £20 - 60min
KS2 - £20 - 60min
KS3 - £20 - 60min
KS4 - £20 - 60min
KS5 - £20
GCSE - £20 - 60min
Secondary School Preparation - £20
Ages 8 - 11 - £20 - 60min
Ages 12 - 14 - £20 - 60min
Ages 15 - 16 - £20 - 60min
Beginners - £20 - 60min
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|
|
Primary Age - £20 - 60min
Secondary Age - £20 - 60min
KS1 - £20 - 60min
KS2 - £20 - 60min
KS3 - £20 - 60min
KS4 - £20 - 60min
KS5 - £22 - 60min
Ages 5 - 7 - £20 - 60min
Ages 8 - 11 - £20 - 60min
Beginners - £25 - 60min
|
|
|
Primary Age - £20 - 60min
Secondary Age - £20 - 60min
KS1 - £20 - 60min
KS2 - £20 - 60min
KS3 - £20 - 60min
KS4 - £20 - 60min
KS5 - £22
Ages 5 - 7 - £20 - 60min
Ages 8 - 11 - £20 - 60min
Beginners - £25 - 60min
|
| Institution | Town | Speciality | Degree | Class |
|---|---|---|---|---|
| Queen Mary University | London | BEng Aerospace Engineering | Bachelor |
I have the experience to teach a range of different students from children struggling with KS1 up to high achieving KS5 students. In order to make things clear for my clients, I also offer an in-depth phone consultation before our first session so that I can provide a tailor-made tutoring experience. During the consultation, I will make sure and find out the goals we must achieve. In order to do that I will plan out everything to make sure that our sessions are productive and we can learn everything from the very basic. In order to help my students, I am more than happy to set homework and I can also provide feedback to help them and track their progress. I am currently teaching A-level and GCSE students in a secondary school. I have been inspired to teach mathematics, not only by my past academic experiences (graduating in BEng Aerospace Engineering from Queen Mary University) but by my love for tutoring A-Level and GCSE students while I was at University. I have always been inspired and excited by the degree to which mathematics influenced and penetrated so many applications, for example, in my own Engineering degree and in the studies that my former tutees used to pursue. I strongly believe that inquiry-based education is the key to the success of students in secondary school, whatever their abilities. I hope as a teacher to motivate my students to hone their inner abilities, curiosities, and strengths and discover what inspires them. My main objective is to offer a learning environment that is stimulating. I hope to encourage learners to become independent and apply their skills effectively and confidently. I am passionate about inspiring children to love mathematics and to understand its importance and intricacies in a modern world; showing my students how the subject can be used in their daily lives and activities. I taught Years 7 and 8 and focused heavily on lower-ability and SEN students. By working with children who have special educational needs, I was quickly able to learn how to cater to the students varying educational needs. I made sure that inclusion and equality were given the top priority within the learning environment. This was important due to the fact that the students I worked with had differing and often multiple needs. My classroom often included deaf and mute students, students who have social, emotional, and behavioral difficulties (SEBD), and those who speak English as an additional language (EAL). While teaching these students I made sure to plan and manage my lessons carefully, according to the needs of my class. I liaised with relevant support staff (Deaf support and SEN specialists) and made sure all the students were catered to.
Furthermore, I also have experience teaching year 9, 10, 11, and A-Level students. This gave me the opportunity to use pedagogical techniques that challenged higher-ability students. For example, I have been encouraging students to create their own success criteria so that they are thinking about how to achieve their own goals in the lesson and also reflect on how they can improve. I have also utilized a variety of assessment techniques in the classroom to gauge student understanding and use both formative and summative assessments to further check and improve their learning. I believe that assessment for learning and keeping track of pupil progression is crucial. Therefore, I regularly mark students’ class books and look at their assessments to ensure that I can plan feedback lessons to help my students improve. With my two-year experience as a Maths tutor, I guided students through various stages of the national mathematics curriculum, working up to A-level standard, Planned and developed appropriate teaching materials that were tailored to each client. Created an open and trusting learning environment that allowed students to progress. Marked student work and provided informative feedback so as to further improve performances. These contrasting placement experiences, I believe, are essential for the dynamic role a teacher plays with differing students, environments, and topics, and I feel privileged to have been able to work with students of differing abilities, interests whilst using a variety of learning techniques. |
