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English Tutor, Teacher, Instructor
Birmingham, England
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Birmingham,England
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London,England
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Manchester,England
Welcome to Tutor4All! (Find us on Google) If you're ready to embark on a journey of academic success, we invite you to contact us. First Lesson is on Us!
Please Visit www.tutor4all.co.uk or contact us on thetutor4all@gmail.com or 07949789456
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Tanzeel Ahmed
Tutor, Teacher, Instructor
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I am currently studying psychology at University of Birmingham; I will graduate summer 2025. I also volunteer as a Peer Assisted Study Session (PASS) leader every week at university. This entails helping first year students with psychology coursework. I have enjoyed this role thoroughly as it’s rewarding to provide students with extra support and participate in teaching a subject I find interesting.
Alongside university, I work part time as a teaching assistant in an array of SEN schools in the West Midlands. I have a lot of experience with children with Autism, ADHD and ASD, as well as working with children with a range of more complex needs. As well as supporting classwork, I often resolve disputes in the classroom by listening to the students’ needs and aid in coming to a solution with them. My current teaching job made me realise I have a passion for working with students of all ages and capabilities. Therefore, I am intending to apply for a teaching degree once I have completed my Bachelor’s. Becoming a teacher is something I am passionate about as I have loved being able to help children throughout their academic journey.
I have found the best way to build an effective student-teacher relationship is by being able to create an enjoyable learning atmosphere. It is important students see their teacher as someone they can talk to as this helps build confidence in and out of the classroom. Each student has different capabilities and personalities, so I tailor my teaching style and go at a pace that suits them. I have found this very effective with many of the students I currently work with as it creates a fun and positive working environment. As I am currently a student, I am aware that learning new subjects and balancing different classes can cause stress. Therefore, I make it my mission to help my students however I can by creating fun and engaging lessons. I would love to be able to provide tuition for students of all ages and capabilities as I have personally received the benefits of having a passionate teacher.
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Martha Eve Farr-Deacon
Tutor, Teacher, Instructor
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I am a primary school teacher and tutor with more than 20 years teaching experience. My experience has involved me working with classes, groups and individuals across key stage 1 and 2. I am also a successful published author of a variety of educational books and resources. I provide online tuition supporting pupils aged 5 to 11 years who require extra help in the following areas:
* Developing skills in maths and English
* Improving confidence in abilities
* Supporting with SATs preparation
* Preparing for 11 plus exams
* Helping pupils reach age related targets
* Developing the skills of pupils who are classed as gifted and talented
* Reinforcing understanding of the school curriculum
Thorough my lessons I aim to instil in pupils a love of learning, support them in achieving their goals and help them to develop the skills they need to fulfil their potential.
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Karen M.
Tutor, Teacher, Instructor
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My passion to teach Design and Technology stems from my university degree background in Home Economics (BSc and MSc) and my considerable teaching experience in this field.
I completed my NQT at Hans Price Academy in July 2014,along having completed the PGCE D&T in 2013 at the University of the West of England and obtained QTS. These qualifications have added to my international experience of lecturing in Art and Design to BSc level and teaching to GCSE in educational institutions in Pakistan.
I am now confident at imparting knowledge and practical skills to students of differing ability levels and behaviour. I am familiar with the curriculum requirements of Key Stage 3 and 4 in Food preparation and Nutrition, Resistant Material, Graphics and Textiles and have also taught ancillary subjects: Personal Social and Health Education; and Careers. I have also been involved in school enrichment and clubs at my school such as: the ‘Cookery Club’ focusing on healthy recipes and a celebration cake for Christmas; ‘Coursework catch-up’ that, offered extra sessions in GCSE Food Preparation and Nutrition, Resistant Materials and Graphics ( CAD/CAM); and ‘Homework Club’. I am keen to offer these pastoral and extra-curricular contributions in my next appointment and also will be actively involving myself in other lessons and activities at the school.
With my past experience and through the recent academic and extra-curricular activities I have participated in I believe I now understand the way children learn and use this to maximise their benefit from the lessons I plan. Each child I teach is encouraged to develop through a tailored personalised programme by using contributions from a range of professional inputs. This is achieved by developing an environment where the pupil and I have an understanding of clarity, mutual respect and fairness between us. Believing successful learning accrues from making the subject matter relevant and accessible through differentiation I initially identify and target the Gifted and Able, the Average and those students who are in greater need of support and I use Individualized Education Programs to best facilitate their learning. Also, I identify those who have English as an additional language and support their needs.
I understand that it is not just ability that should be differentiated but behaviour also. When presented with challenging behaviour rather than viewing negatively I see this as a challenge which both stimulates my interest and my commitment to push these students to higher levels. I have developed learning strategies and found my students have interacted more, becoming less disruptive and performing better. I found this experience to be personally rewarding.
I derive my goals of the learning process from Bloom’s Taxonomy and concentrate on the combined areas of Knowledge, Skills and Attitude. By addressing each of these pillars I feel the pupil is able to acquire a complete understanding of the subject matter. This develops a higher form of education focusing on analysing and interpreting rather than just remembering facts.
As part of the learning process I find it helpful to engage with and encourage parents to participate in their child’s education and have found this to have a positive effect.
Assessment is an integral part of my lesson preparation. My experience of marking Key Stage 3 & 4 theory and practical work using the formative assessment technique and learning dialogue has meant I am able to focus on educational needs. Learning is a journey and if a check is kept on students’ learning by identifying ‘What went well’ and ‘How to improve’ they perform better. I regularly ask students to keep a record of their thoughts and how they hope to act on my comments. I use students’ grades for target setting during plenary sessions.
As I have matured in my approach to teaching, the knowledge and understanding I have developed has naturally become part of my practice. One such example is using the Every Child Matter outcomes in planning a ‘Fruit Salad’ lesson: using seasonal fruits to stay healthy; awareness of health and safety with cutting/chopping; enjoying the preparation and feeling achievement when taking home a tasty fruit salad; contributing positively as part of a team; and using home ingredients to keep simple and costs low.
From the extra-curricular perspective I like to play a full and active part in the school’s life. I encourage teacher-student relationship-building exercises and one such example was a trip to Laser Quest. Although a fun day out and reward for hard work, the trip had the important objective of developing the student/teacher rapport. This excursion was kept within the boundaries of health and safety and the policies of the School.
I am constantly reassessing myself and working to develop personally and professionally and so I regularly attend after school meetings. To update my health and safety practices I completed the DATA safety course. In order to acquire additional knowledge of the UK’s attitude to food I attended the Chartered Institute of Environmental Health course on Food Safety and the Licence to Cook course. I have gained proficiency in Information Technology (IT) through completing the Computer Literacy and Information Technology and the European Computer Driving Licence courses. I use these skills in IT to make my lessons more visually appealing and stimulating to pupils who now are proficient with graphics and computers. At Hans Price Academy I have used Corel draw 12, Creo, illustrator and Pro desk top 8 softwares in my key stage 3 Product Design lessons and generate plan schemes of work for my Key stage 4 COPE group – Food and Catering based on healthy eating. Through my background I have introduced various multicultural cooking in my food lessons too.
Through my passion for Design and Technology I have developed a literacy, Stage 3 booklet which will help students to attain higher levels. I also run a series of extra curricular after school salt dough modelling and photo editing workshops. These have been met with great enthusiasm and attended by students across the whole school. I have taken part and encouraged fun day initiatives which include house musicals and leading on assemblies.
I believe teaching to be a vocation and am willing to contribute and support the team and go the extra mile. A teacher must strive to bring out sensitively the best in pupils, parents, oneself, colleagues and the school itself. It is the collective responsibility of all users of the school to improve the environment as a place of learning. The role of a good school is to provide a learning environment where pupils are keen and happy to attend whilst enjoying learning on a daily basis. It is a place where pupils are taught the importance of learning and the benefits and what can be accomplished by it.
I have trained food assistants and NQT to inspire, motivate and challenge pupils by setting high expectations in practical sessions. My plan for a session is always to initially to draw attention to the health and safety issues in the practical sessions and follow-up with the learning objectives.
I use an interactive style with my pupils so they are able to ask questions so as to feel comfortable and understand what is required of them in a safe and stimulating environment. During sessions I interact with the pupils, and encourage my Teacher assistant and NQT to do the same, so as to mentally stretch and stimulate the pupil in order to maximise their potential during these learning exercises.
I have been able to show and explain to the colleague how to plan and make the Literacy based project booklets. How to assess the progress of the students during that session how to explain clarify the misconceptions in order to make a memorable experience for the students.
I am able to create stimulating environment with mutual respect , e.g. from the start of lessons students clearly knows their targets and their current levels, they are clearly explained through detailed and effective tracker system, what they need to be focusing on to achieve higher grades. I always try to share the bigger picture to students in timely manner.
I collaboratively work with other colleagues and contributed through effective Professional Development coaching sessions. Based on development and implementation of various coaching strategies that lead to good progress and outcomes. I try to met regularly on fortnight to discuss and exchange notes and try the strategies in lessons.
I also Completed my Emerging Middle Leader course, which gave me the opportunity to help, guide and support my fellow colleagues in the schools’ wider community.
I always demonstrated secure subject knowledge and kept myself updated with current changes. In lockdown I done various online Professional Development sessions to keep myself updated and in line with National Curriculum.
I collaboratively work with Professional Development colleagues and supported various teaching strategies by experimenting the technique on students and assessing their progress of learning .
My Priority always has been for students to achieve good grades and progress in life is always , E.g the non- attenders and vulnerable students in my Year groups whose attendance was below 70%. By collaboratively working with College leaders, mentors, Head of department and ELT, I arranged catchup sessions in lunch,break and afterschool time for them to motivate and build positive relationship with them which lead them to complete and achieve reasonable good grades especially in GCSE.
I have been actively moderating the GCSE Food Preparation course work with senior members of CLF federation. Which greatly help to understand and help students to achieve good grades in course work.
On other hand I collaboratively worked with SENCO of Schools to offer students the experience of doing cooking practical and learning new skills in a secure and friendly environment. All students had various individual complex behaviour needs, I was able to build good relationships and offer memorable experience to them. They were able to adapt to the situation and behaved very well. I am also have been the active member of the school engage centre, to support and teach 1-2-1 sessions to students identified with special requirements, such as teaching DT sessions and cooking practices for the ones who missed out regular lessons and EAL to build bridges to overcome language barrier, especially year 11 students in order to help them at least achieve level 1 for college course.
I was invited to be part of the CLF Food Curators team, I planned and designed the collaboratively the Year 7 and 8 scheme of work to go live at the time of lock down ( which is available on CLF website).
I always try my best to give the students every opportunity to exceed in life.
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Hina Rahman
Tutor, Teacher, Instructor
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Hi, my name is Kully and it's very nice to meet you. Thank you for taking this time out to read my profile!
For the last 10 years, I have been working as a primary school teacher at an outstanding school.
I have over 15 years experience and have worked within many schools, two of which were long-term.
Over the years, my teaching career has allowed me to experience many different and difficult situations. These in turn have made me a more confident, organised, resourceful and experienced (in many years groups) teacher.
My current role is a Year 2 class teacher, however I have taught children from Nursery up to Year 6 as a cover teacher too.
I took part in the Government led school tutoring program, where I tutored 3 children from Year 2 in Writing. This has deepened my experience further, especially when assisting children to achieve the best they can.
I have carried out and planned for many 1:1 or group interventions in Maths and English to assist with our school's Covid catch-up program.
I want to build a good rapport with my pupils, a relationship that is fun, respectful and honest.
It's all about adapting the learning to the pupil and making them feel that they are in control of their learning too. Having a good sense of humour always helps too!
Please leave a message if you would like to discuss your child's needs.
Looking forward to meeting you.
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Kully Bahia
Tutor, Teacher, Instructor
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I have wealth of experience of teaching Year 6. I have a very good success rate of pupils achieving ‘Expected’ and ‘Greater Depth’ in their SATs assessments. I have lead many successful booster groups which allowed children to achieve their full potential.
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Aaron J.
Tutor, Teacher, Instructor
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I work as a French Teacher at a Prary School and Nursery. I have 13 years experience of living and working in Belgium. I am able to teach French to GCSE level.
I am also qualified Primary teacher, and I am happy to tutor in all Primary subjects.
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Vicky R.
Tutor, Teacher, Instructor
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English lessons in Wolverhampton, UK.
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Pooja M.
Tutor, Teacher, Instructor
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English Tutor, Teacher, Instructor
English, Philosophy, Psychology, Maths, and Coaching lessons in Walsall, UK.
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Bilal P.
Tutor, Teacher, Instructor
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English, Mathematics, Science, History, Geography, and English as a second language lessons in Uttoxeter, UK.
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Stephen E.
Tutor, Teacher, Instructor
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Hi everyone, hope you’re all doing great!!
Is anyone in need of a tutor service? I'm 13 years old and available to help with subjects like Maths, Science and English. I have straight A's in every single subject and excel at mathematics, science and English language+ English literature - as well as reading and creative writing. Im at the top of my class and teaching has always been my passion as I love to share my knowledge with other people. I have tutored my cousins, friends, sibling, other peers In school and relatives - after my tutoring,they have managed to achieve their desired grade. Feel free to reach out if you're interested, happy to help anyone!
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Letisia M.
Tutor, Teacher, Instructor
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English, Elementary Maths, and Vocabulary lessons in Birmingham, UK.
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Yamin Y.
Tutor, Teacher, Instructor
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I am experienced teacher and Depury Head Teacher. I have taught pupils from 3 to 14 years in a range of schools. I am highly patient and will strive to adapt my approaches to suit individual pupil needs. I believe that everyone can achieve it learning is presented in an appropriate way.
I have tutored pupils in Reading, writing, maths and Science as well as extensive experience teaching the full primary curriculum in the classroom.
I believe in making learning fun and engaging and linking it with real life. I enjoy working with pupils who may not always excel in whole class teaching and who may lack confidence in their own abilities. I have been successful in helping many pupils passing statutory tests by offering s different bespoke approach.
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Julie C.
Tutor, Teacher, Instructor
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I have over 20 years experience of teaching and working with children and their families. As a mom to two young girls, I understand how important it is to want to support your children's learning at home.
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Rachael B.
Tutor, Teacher, Instructor
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Experienced tutor for explore learning, worked with children ages 4-16. Did 11+ programs for selective schools and have a passion for helping others.
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Priya S.
Tutor, Teacher, Instructor
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Hi, I am originally from Portugal and can speak, write and read fluently in Portuguese. I have lived in the UK for around 20 years, completed most of my education here, and can speak, write and read fluent English.
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Tamara R.
Tutor, Teacher, Instructor
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I have taught English for 18 years. I am currently second in department, teaching kS3-5. I am a senior examiner and also train and moderate GCSE English exam markers.
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Emily A.
Tutor, Teacher, Instructor
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I can accommodate anyone and their needs. My approach can differ depending on the student and what they prefer. I can help with topics that students struggle with and help them create effective revision materials. I can help you get the grade you desire.
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Samadi N.
Tutor, Teacher, Instructor
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English lessons in Uttoxeter, UK.
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Fiona K.
Tutor, Teacher, Instructor
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Maths, English, Science, and History lessons in Stoke-on-Trent, UK.
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Chelsea B.
Tutor, Teacher, Instructor
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Great teaching experience specially with the kids of primary and secondary section. Great skills in computing and high energy to teach someone.
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Muhammad H.
Tutor, Teacher, Instructor
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Hi! My name is Chloe, I have ten years' experience in the teaching profession. My specialism is in the subject of English, with tutoring available for primary school age students following the UK National Curriculum, as well as sessions available in Functional Skills English, maths and ICT, and GCSE English language. I can also offer tuition in animal husbandry, including the care of poultry and other livestock. I have experience keeping horses, chickens, sheep and pigs. Sessions can be tailored to individual needs and learning styles.
I can help with homework, assignments and reading skills. I have experience with working with young people with special educational needs, such as autism or social, emotional and mental health issues, and those who have become disengaged with education. Sessions can be offered online or face-to-face if local. I have a passion for nature and believe this should be incorporated in all subjects wherever possible - although I appreciate that this can be difficult online! I believe humour and enjoyment are an integral part of the learning process and help to cement ideas and skills within our minds.
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Chloe P.
Tutor, Teacher, Instructor
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Every child deserves an adult who will never give up on them, who understands the power of connection and insists that they become the best that they can possibly be. I am currently a student of BA (Hons) in Primary Education with QTS at Birmingham City University. I am wanting to move into a NQT position to put the information and experience picked up from this course into practice. My long-term career ambition is to become the lead of a subject area or year group in KS1 or KS2; utilizing my knowledge and experience to positively impact the lives of the children and colleagues around me whilst being the best teacher I can be.
During my GCSEs I completed some work experience in my local primary school. I worked with young children from the ages of five to seven. This experience encouraged me to build a variety of different skills and abilities. Realizing I had the ability to improve the learning of numerous young people was exceptionally fulfilling, which is the reason I have chosen to seek a profession in teaching.
To be a teacher is to establish a solid, positive, and healthy learning environment where students are ready to learn. It is significant that the classroom is one in which courtesy, achievement, respect and compassion are stimulated. I want to have the opportunity to offer children the chance to learn in a way which will amplify their learning and improve their involvement in the classroom.
I have great communication abilities which are fundamental in the classroom environment to guarantee information has been imparted to the children successfully. I recognize the significance of understanding that each student may require an alternate way to deal with learning. Through my own experiences through placement, I have had the option to adjust and tailor work to suit every child’s requirement, assisting them with conquering learning obstructions.
With advice and experience during my placements, I had the chance to see how differentiated lessons and exercises benefited the lower and higher ability students and how to incorporate these techniques into my own practice. This gave me an understanding as to how kids adapt and learn in different ways. Subsequently, differentiation is crucial to ensure that students are all meeting their targets and objectives.
I am a coordinated and prepared individual who holds a high standard of requirements and expectations for all young people, no matter their academic ability. As an educator I think testing and challenging children appropriately helps to satisfy their potential. It is significant for their academic achievement and a crucial perspective in thriving during their learning in school.
During my degree, I have accomplished three placement practices in a wide breadth of different communities in and around Birmingham. One in KS1 (Year 1 working class Birmingham) and two in KS2 (Year 4 upper class Birmingham & Year 5 inner city Birmingham). Having my placements in three very different communities and areas have allowed me to adapt my skills when planning, teaching and assessing due to the schools being so different from one another. Throughout all these placements I have had the opportunity to plan and teach for my chosen age range, 5-11 as well as 3-7. I was extremely fortunate to have had this chance to see first-hand the contrasts between planning, training and teaching both age ranges.
I have co-operated with fellow teachers in my school placements to design lesson plans, attended staff meetings and training workshops. I have learnt many aspects such as how to deploy teaching staff, differentiating lessons appropriately and assessment. My university modules on assessment, differentiation and inclusion informed me on the most proficient methods to use in my own lessons, to guarantee that the appropriate children are aided with the correct support.
In my first teaching practice (year 1), I was placed in a class with a fellow student. This was an extremely positive experience for me as I had the chance to ‘team teach’ with her. This opportunity to allow us to critically analyse each other’s performances and presentations within the classroom. I learnt that sharing the learning outcomes and success criteria with the students, allowed them to analyse and track their own progress within the lesson. This allowed me to use my AFL strategies within the lesson, seeing which children were on the right path and which children were not. This informed my evaluations of the students and my planning for the following lessons, allowing me to appropriately differentiate.
During my second teaching placement (year 4), I took in the significance of time keeping and planning lessons, to allow and guarantee young children are achieving and successful in the exercise. I took in the advice from my placement mentor and class teacher when planning my lessons in a way that allowed me to structure my lessons appropriately. I arranged how long each activity should be, to keep the children interested. After using this planning technique, I noticed a change in my lessons, the children were more focused and on task. This encouraged a sense of routine within the classroom, which positively affected the children’s achievement.
In my final year placement (year 5), I had a major focus on differentiation and assessment. At the beginning of my practice, I sat down and spoke with my class teacher and discussed the appropriate ways in which I could differentiate appropriately in maths and English. I took this advice on board and implemented this in my own planning and activities. I took the advice of the subject leaders in maths and English on how to appropriately assess the children’s book work. By looking at their own books, I managed to gain a string understanding as to how I can challenge the pupils further and eventually close the gaps in their learning. I also assisted the class teacher and wrote some mini reports for parents evening, using my knowledge of assessment to inform this.
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Hasnaat N.
Tutor, Teacher, Instructor
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Lessons in English in Birmingham, UK.
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Karl M.
Tutor, Teacher, Instructor
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