Prudence V.

Prudence V.

£18 - £22 /hr

History (Bachelors) - Durham University

5.0
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3 reviews

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3 completed lessons

About me

Hello! My name is Prudence and I'm a final year History student at Durham University. I've been passionate about history from a young age and I want others to become confident enough to share this passion too. Having previously participated in mentoring schemes before university I have experience in helping a wide variety of students in a mixture of subjects alongside UCAS application support.


At university I have primarily focused on Soviet and Eastern European, which is ideal for those studying the Cold War at either GCSE or IB. However, I have also covered a range of topics including Medieval, African and 19th Century American minority experiences, many of which are relevant to current exam paper topics.


I also have personal experience with studying with dyslexia and learning how to work with it instead of trying to fight against it. This ensures my teaching methods are inclusive of the different approaches students may have to learning and how to use their perceived weaknesses as strengths.


I am always excited to see how others approach history and would love to help students gain the confidence to express their ideas in more complex ways and begin to enjoy history.

Hello! My name is Prudence and I'm a final year History student at Durham University. I've been passionate about history from a young age and I want others to become confident enough to share this passion too. Having previously participated in mentoring schemes before university I have experience in helping a wide variety of students in a mixture of subjects alongside UCAS application support.


At university I have primarily focused on Soviet and Eastern European, which is ideal for those studying the Cold War at either GCSE or IB. However, I have also covered a range of topics including Medieval, African and 19th Century American minority experiences, many of which are relevant to current exam paper topics.


I also have personal experience with studying with dyslexia and learning how to work with it instead of trying to fight against it. This ensures my teaching methods are inclusive of the different approaches students may have to learning and how to use their perceived weaknesses as strengths.


I am always excited to see how others approach history and would love to help students gain the confidence to express their ideas in more complex ways and begin to enjoy history.

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About my sessions

My main aim in sessions is to help improve confidence and develop a variety of historical skills in a relaxed and flexible way. Sessions will differ slightly for each student as they will be tailored to what the student feels they need the most help with, for example maybe exam technique or source analysis.


Each session will begin with a short discussion exploring what the student feels they need to improve on. Then there will be an activity which will help them seem how much they already know about the topic and boost confidence. We will then discuss how this knowledge can be improved and expressed clearly, bringing in model essay plans and memory techniques. This will then be followed up with going through an essay question together to take what the student already knows and combining it with what they've learnt through discussion to create a plan they can revise from. This ensures that students can see within one session how easily improvements can be made to boost their marks. At the end of a session there will be time for extra questions and recap, alongside working out what topic the next session should be on.


This structure ensures that there is a flow to the session to aid in progression, however there is plenty of flexibility in terms of activities and approaches to help with different styles of learning.





My main aim in sessions is to help improve confidence and develop a variety of historical skills in a relaxed and flexible way. Sessions will differ slightly for each student as they will be tailored to what the student feels they need the most help with, for example maybe exam technique or source analysis.


Each session will begin with a short discussion exploring what the student feels they need to improve on. Then there will be an activity which will help them seem how much they already know about the topic and boost confidence. We will then discuss how this knowledge can be improved and expressed clearly, bringing in model essay plans and memory techniques. This will then be followed up with going through an essay question together to take what the student already knows and combining it with what they've learnt through discussion to create a plan they can revise from. This ensures that students can see within one session how easily improvements can be made to boost their marks. At the end of a session there will be time for extra questions and recap, alongside working out what topic the next session should be on.


This structure ensures that there is a flow to the session to aid in progression, however there is plenty of flexibility in terms of activities and approaches to help with different styles of learning.





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Personally interviewed by MyTutor

We only take tutor applications from candidates who are studying at the UK’s leading universities. Candidates who fulfil our grade criteria then pass to the interview stage, where a member of the MyTutor team will personally assess them for subject knowledge, communication skills and general tutoring approach. About 1 in 7 becomes a tutor on our site.

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Ratings & Reviews

5
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3 customer reviews
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Sarah Parent from Tonbridge

2 Dec

Prudence reviewed the essay and returned it with very useful annotations and comments. She was knowledgeable on the topic and gave very helpful feedback on the structure of the essay including suggestions as to how to improve the grade. I would highly recommend Prudence to anyone.

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Boris Student Lesson review 6 Dec, 17:30

6 Dec

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Boris Student Lesson review 29 Nov, 19:00

29 Nov

Qualifications

SubjectQualificationGrade
HistoryInternational Baccalaureate (IB) (HL)7
GeographyInternational Baccalaureate (IB) (HL)7
English LiteratureInternational Baccalaureate (IB) (HL)6
BiologyInternational Baccalaureate (IB) (SL)7
Maths StudiesInternational Baccalaureate (IB) (SL)6
GermanInternational Baccalaureate (IB) (SL)5

General Availability

MonTueWedThuFriSatSun
Pre 12pm
12 - 5pm
After 5pm

Pre 12pm

12 - 5pm

After 5pm
Mon
Tue
Wed
Thu
Fri
Sat
Sun

Subjects offered

SubjectQualificationPrices
English LiteratureGCSE£18 /hr
GeographyGCSE£18 /hr
HistoryGCSE£18 /hr
HistoryIB£20 /hr
Geography13 Plus£18 /hr
History13 Plus£18 /hr
Personal StatementsMentoring£22 /hr

Questions Prudence has answered

How do you describe and explain the Demographic Transition Model?

The Demographic Transition Model (DTM) shows how the population of a country changes over its development. The model shows the relationship between the birth rate, death rate and total population of a country within each of the five stages. When describing the model it is best to start at stage one and describe each stage one at a time. At Stage One of the DTM the country has high birth and death rates due to poor sanitation, poor healthcare, no contraception and an agricultural society. This means that total population is low. At Stage Two healthcare and sanitation begin to improve, therefore the death rate begins to decline. However, the birth rate stays high meaning that the population begins to increase. At Stage Three the birth rate begins to fall as contraception and education become more widespread, however the birth rate remains above the death rate and so the population continues to increase. At Stage Four the birth rate and death rate both drop low and remain at similar levels so the population level stabilizes. At Stage Five the birth rate begins to decline as a result of high costs associated with having children, delayed marriage and more women in the workforce. As birth rate drops below death rate the total population begins to decline naturally.The Demographic Transition Model (DTM) shows how the population of a country changes over its development. The model shows the relationship between the birth rate, death rate and total population of a country within each of the five stages. When describing the model it is best to start at stage one and describe each stage one at a time. At Stage One of the DTM the country has high birth and death rates due to poor sanitation, poor healthcare, no contraception and an agricultural society. This means that total population is low. At Stage Two healthcare and sanitation begin to improve, therefore the death rate begins to decline. However, the birth rate stays high meaning that the population begins to increase. At Stage Three the birth rate begins to fall as contraception and education become more widespread, however the birth rate remains above the death rate and so the population continues to increase. At Stage Four the birth rate and death rate both drop low and remain at similar levels so the population level stabilizes. At Stage Five the birth rate begins to decline as a result of high costs associated with having children, delayed marriage and more women in the workforce. As birth rate drops below death rate the total population begins to decline naturally.

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7 months ago

343 views

How successful was Stalin in modernizing the USSR in the period 1928-39?

When answering this question it is important to consider to read the question and break it down into its components. In this case it would be SUCCESSFUL, MODERNIZING and 1928-39, and when planning an answer these should constantly be kept in mind. "How successful" means that this question isn't just asking for a description of how Stalin modernized but also a judgement. In terms of "modernizing" it is important to not just refer to economic modernization but also social policy. Try to think about how different areas interlock as part of Stalin's modernizing efforts and which aspects were more successful than others. To achieve higher marks your answer shouldn't just be yes or no but also contain a certain level of nuance. Having a defined time period in the question it is important to remember to stay within this timeframe but also to use this to your advantage. By comparing the level of modernization in 1928 and 1939 you can strengthen your argument by providing evidence in the form of figures, for example a comparison of GDP between the two years. When beginning to plan this question first you should think about the modernizing policies of Stalin and consider individually how successful each policy was at aiding modernization, which policies were most successful, before coming to an overall conclusion as to if Stalin was successful. Planning this as either a mind map or table can help with keeping your ideas clear. Once you've decided upon your argument, begin by laying out the outline of it in your introduction. You don't need to write a large amount here considering that you still have the body of your essay to expand upon the argument. The body of your argument should then be split into two parts, successful and unsuccessful, putting whichever you're arguing for first. These sections can be split into different paragraphs, covering different policies. For example, the section of your body discussing successes can be divided into paragraphs discussing agricultural, industrial and social policy successes. When discussing the opposing side of the argument, remember not to completely undermine your argument, try to give reasoning as to why the opposing is weak. Finally, finish your essay with a conclusion which reiterates your argument using a little more detail than your introduction.When answering this question it is important to consider to read the question and break it down into its components. In this case it would be SUCCESSFUL, MODERNIZING and 1928-39, and when planning an answer these should constantly be kept in mind. "How successful" means that this question isn't just asking for a description of how Stalin modernized but also a judgement. In terms of "modernizing" it is important to not just refer to economic modernization but also social policy. Try to think about how different areas interlock as part of Stalin's modernizing efforts and which aspects were more successful than others. To achieve higher marks your answer shouldn't just be yes or no but also contain a certain level of nuance. Having a defined time period in the question it is important to remember to stay within this timeframe but also to use this to your advantage. By comparing the level of modernization in 1928 and 1939 you can strengthen your argument by providing evidence in the form of figures, for example a comparison of GDP between the two years. When beginning to plan this question first you should think about the modernizing policies of Stalin and consider individually how successful each policy was at aiding modernization, which policies were most successful, before coming to an overall conclusion as to if Stalin was successful. Planning this as either a mind map or table can help with keeping your ideas clear. Once you've decided upon your argument, begin by laying out the outline of it in your introduction. You don't need to write a large amount here considering that you still have the body of your essay to expand upon the argument. The body of your argument should then be split into two parts, successful and unsuccessful, putting whichever you're arguing for first. These sections can be split into different paragraphs, covering different policies. For example, the section of your body discussing successes can be divided into paragraphs discussing agricultural, industrial and social policy successes. When discussing the opposing side of the argument, remember not to completely undermine your argument, try to give reasoning as to why the opposing is weak. Finally, finish your essay with a conclusion which reiterates your argument using a little more detail than your introduction.

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7 months ago

129 views

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