About me
I'm a recent graduate from the University of Edinburgh, having studied a five-year integrated Master's degree in informatics (a mixture of computer science, data science, cognitive science, software engineering, artificial intelligence, robotics and machine learning), and for my dissertation project I built a dung beetle robot, programmed the robot with a neural model of navigational behaviour, and travelled to South Africa to test its behaviour against real dung beetles.
For the last three years of my degree, I was trained and employed by the university to teach first- and second-year informatics courses, in total teaching 11 groups of up to 20 students, normally aged 17-19. During this period I was three times nominated by my students for the university's Best Student Who Tutors Award. Last year I also taught these students individually for around 50 hours in total, both employed by the university and privately for struggling resit students. I also completed a higher education teaching qualification as an Associate Fellow of the UK's Higher Education Academy. Although this is my first year teaching high-school qualifications, and this is a learning experience for me, I will always ensure I am fully prepared for any topic I teach by fully familiarising myself with your preferred exam board's curriculum specification, recommended textbooks, and recent past papers.
I'm a recent graduate from the University of Edinburgh, having studied a five-year integrated Master's degree in informatics (a mixture of computer science, data science, cognitive science, software engineering, artificial intelligence, robotics and machine learning), and for my dissertation project I built a dung beetle robot, programmed the robot with a neural model of navigational behaviour, and travelled to South Africa to test its behaviour against real dung beetles.
For the last three years of my degree, I was trained and employed by the university to teach first- and second-year informatics courses, in total teaching 11 groups of up to 20 students, normally aged 17-19. During this period I was three times nominated by my students for the university's Best Student Who Tutors Award. Last year I also taught these students individually for around 50 hours in total, both employed by the university and privately for struggling resit students. I also completed a higher education teaching qualification as an Associate Fellow of the UK's Higher Education Academy. Although this is my first year teaching high-school qualifications, and this is a learning experience for me, I will always ensure I am fully prepared for any topic I teach by fully familiarising myself with your preferred exam board's curriculum specification, recommended textbooks, and recent past papers.
About my sessions
My teaching methodology revolves around preparing you for exam-style questions as soon as possible and developing independent study skills as far as possible. In teaching exam questions, the emphasis naturally falls on the concepts that matter the most, and usually, real understanding is required rather than the trap of robotic memorisation. This also provides the opportunity to teach exam technique -- how long to spend on a question, what to write when you don't know where to start, etc.
Every student is different, but this usually means working through exam questions together, with me always asking 'what should we do next?' There is never any pressure to answer, or to be right -- we will always maintain a relaxed and informal environment, and if you're not sure what to do next, I will help you. Over time, the aim will be for my inputs to decrease until you suddenly find yourself answering exam questions all by yourself!
I'm interested in teaching you no matter your level -- I believe that every skill (even in maths and science) is learnable by anyone (even you) and speed and accuracy come with practice. I understand the frustration of not knowing where to start when approaching a new problem -- hopefully, I can convince you that such problems can always be broken down into simpler chunks and that doing so can be fun, satisfying, and give you that confident feeling of knowing that you are as prepared for an exam as humanly possible.
My teaching methodology revolves around preparing you for exam-style questions as soon as possible and developing independent study skills as far as possible. In teaching exam questions, the emphasis naturally falls on the concepts that matter the most, and usually, real understanding is required rather than the trap of robotic memorisation. This also provides the opportunity to teach exam technique -- how long to spend on a question, what to write when you don't know where to start, etc.
Every student is different, but this usually means working through exam questions together, with me always asking 'what should we do next?' There is never any pressure to answer, or to be right -- we will always maintain a relaxed and informal environment, and if you're not sure what to do next, I will help you. Over time, the aim will be for my inputs to decrease until you suddenly find yourself answering exam questions all by yourself!
I'm interested in teaching you no matter your level -- I believe that every skill (even in maths and science) is learnable by anyone (even you) and speed and accuracy come with practice. I understand the frustration of not knowing where to start when approaching a new problem -- hopefully, I can convince you that such problems can always be broken down into simpler chunks and that doing so can be fun, satisfying, and give you that confident feeling of knowing that you are as prepared for an exam as humanly possible.
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.
Enhanced DBS Check
6 Nov, 2018Qualifications
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