Olivia B. GCSE English Literature tutor, GCSE Italian tutor, GCSE Fre...

Olivia B.

£24 - £26 /hr

French and Italian (Bachelors) - Bristol University

4.8
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33 reviews

Trusted by schools

128 completed lessons

Message Olivia

About me

Hello, my name is Olivia. I am currently in my second year studying French and Italian (and Catalan) at the University of Bristol. I have always had a passion for languages and literature and I really enjoy sharing my enthusiasm with other students. Learning languages can be fun – but you also need to do well in your exams! I know from experience that languages can be tricky and I will work to improve your understanding.  English Literature and Language is equally as challenging and I really like helping students grow in confidence and develop their capabilities. I have experience working at a primary school and I have tutored Year 7-11 students in French for four years in our school French Club. I have also mentored a Year 11 student in English and saw her improve with my help. I have now been with mytutor for a year and a half. This has given me the opportunity to teach a huge variety of students of all ages (including mature students). My teaching experience has taught me to be patient and understanding and I know having one-to-one help with GCSEs and A-levels can make a real difference. I find that helping students is personally very rewarding and it is a joy to see them become more confident in their own abilities while their marks improve.

Hello, my name is Olivia. I am currently in my second year studying French and Italian (and Catalan) at the University of Bristol. I have always had a passion for languages and literature and I really enjoy sharing my enthusiasm with other students. Learning languages can be fun – but you also need to do well in your exams! I know from experience that languages can be tricky and I will work to improve your understanding.  English Literature and Language is equally as challenging and I really like helping students grow in confidence and develop their capabilities. I have experience working at a primary school and I have tutored Year 7-11 students in French for four years in our school French Club. I have also mentored a Year 11 student in English and saw her improve with my help. I have now been with mytutor for a year and a half. This has given me the opportunity to teach a huge variety of students of all ages (including mature students). My teaching experience has taught me to be patient and understanding and I know having one-to-one help with GCSEs and A-levels can make a real difference. I find that helping students is personally very rewarding and it is a joy to see them become more confident in their own abilities while their marks improve.

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About my sessions

My sessions are built around the educational requirements of my student. It all depends on their areas for improvement, the subject and how soon the exam is as well as how they prefer to learn. 

I prepare before each session with a plan of what we will achieve and the resources necessary. I alwasy bare in mind how previous sessions have gone and how much we will cover, whether it be a specific point or exam question or a more general look at a topic.

Progress is always difficult to measure! I talk through with my students how they think the session went, and check their understanding of everything covered, at the end of session. I will also write notes that review each session that I am then happy to send to a parent as an overlook of progress each week. I find that is imperative to always build up to a long-term goal (of an exam mark or understanding of a topic) with a series of more short-term, specific and achievable goals. This is vital in giving a sense of the progress we have made as my student can pinpoint what they can now understand or do. 

Communication between myself and my student is key! I strongly encourage learning by looking at how my student has improved, what we have done and discussing what will be next on the agenda. Constructing a session around a student means discussing our goals at the end of each session, and reassessing at the start of the next one.

My sessions are built around the educational requirements of my student. It all depends on their areas for improvement, the subject and how soon the exam is as well as how they prefer to learn. 

I prepare before each session with a plan of what we will achieve and the resources necessary. I alwasy bare in mind how previous sessions have gone and how much we will cover, whether it be a specific point or exam question or a more general look at a topic.

Progress is always difficult to measure! I talk through with my students how they think the session went, and check their understanding of everything covered, at the end of session. I will also write notes that review each session that I am then happy to send to a parent as an overlook of progress each week. I find that is imperative to always build up to a long-term goal (of an exam mark or understanding of a topic) with a series of more short-term, specific and achievable goals. This is vital in giving a sense of the progress we have made as my student can pinpoint what they can now understand or do. 

Communication between myself and my student is key! I strongly encourage learning by looking at how my student has improved, what we have done and discussing what will be next on the agenda. Constructing a session around a student means discussing our goals at the end of each session, and reassessing at the start of the next one.

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Enhanced DBS Check

02/11/2017

Ratings & Reviews

4.8from 33 customer reviews
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Karen (Parent from Loughton)

April 27 2017

helped me alot. Even though lesson was delayed we still got all my work done as usual.

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Karen (Parent from Loughton)

April 10 2017

Helped me with all work I needed to do only problem was that we lost connection which could have been from either end.

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Karen (Parent from Loughton)

March 9 2017

Olivia was good and was able to help me make sense of my own points. she also helped me point out some of my spelling and punctuation mistakes and helped me to correct them myself.

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Nisha (Parent from Enfield)

December 1 2016

amazing!!!

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Qualifications

SubjectQualificationGrade
EnglishA-level (A2)A*
FrenchA-level (A2)B
HistoryA-level (A2)B
ItalianA-level (A2)A

General Availability

Pre 12pm12-5pmAfter 5pm
mondays
tuesdays
wednesdays
thursdays
fridays
saturdays
sundays

Subjects offered

SubjectQualificationPrices
English LiteratureA Level£26 /hr
FrenchA Level£26 /hr
ItalianA Level£26 /hr
EnglishGCSE£24 /hr
English LiteratureGCSE£24 /hr
FrenchGCSE£24 /hr
ItalianGCSE£24 /hr
-Personal Statements-Mentoring£26 /hr

Questions Olivia has answered

How do I analyse a poem I have never seen before?

An unseen poem may seem like a daunting aspect, but a logical approach really helps to take away the daunting aspect of such a question. First of all, you have to READ the poem. It may seem obvious, but it is easy to panic in an exam and just pick out bits to analyse. A general understanding of what the poem is saying (or what you think it is) is really important; it shapes your entire answer and gets you the most marks. I recommend planning before writing, so bullet point the main themes in the poem (these become your paragraphs) then you can look for aspects to analyse that strengthen your argument. This way you avoid time-consuming and unnecessary analysis: instead, you focus in on the parts that best support what you are saying about the poem. This will give you several well-thought-out paragraphs that include an overarching argument supported by relevant analysis.

An unseen poem may seem like a daunting aspect, but a logical approach really helps to take away the daunting aspect of such a question. First of all, you have to READ the poem. It may seem obvious, but it is easy to panic in an exam and just pick out bits to analyse. A general understanding of what the poem is saying (or what you think it is) is really important; it shapes your entire answer and gets you the most marks. I recommend planning before writing, so bullet point the main themes in the poem (these become your paragraphs) then you can look for aspects to analyse that strengthen your argument. This way you avoid time-consuming and unnecessary analysis: instead, you focus in on the parts that best support what you are saying about the poem. This will give you several well-thought-out paragraphs that include an overarching argument supported by relevant analysis.

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2 years ago

710 views

What is the subjunctive?

The most important things to know about the subjunctive are:

It is not a tense

It is a ‘mood’ or -

An expression of uncertainty

One of the problems we have is that in English we will use words like ‘may’ plus our normal verb to express uncertainty but in French we use the subjunctive form of the verb. This does not change the meaning of the verb, just expresses an uncertainty within the verb.

Here is an example:

‘I am worried that the train may be late this afternoon’ translates as:

‘J’ai peur que le train soit en retard ce l’après-midi.’

Here I am using the third person singular (the train) present subjunctive of the verb ‘to be’ (‘être’) which is ‘soit’ to express uncertainty.

If I am certain the train will be late, I simply use the future tense:

‘The train will be late this afternoon.’

‘Le train sera en retard ce l’après-midi.’

One of the reasons that we worry about the subjunctive (J’ai peur que le subjonctif soit difficile.’) is that it is does not appear to be regular. Because we use it so much everyday it takes on irregular forms that have to be learnt. Also, some verbs do not make the change to a different form – they stay the same. So, it can be confusing!

However, if you can learn the subjunctive forms of just ‘être’ and ‘avoir’, you will have gone a long way to mastering the use of the subjunctive required in GCSE French.

The most important things to know about the subjunctive are:

It is not a tense

It is a ‘mood’ or -

An expression of uncertainty

One of the problems we have is that in English we will use words like ‘may’ plus our normal verb to express uncertainty but in French we use the subjunctive form of the verb. This does not change the meaning of the verb, just expresses an uncertainty within the verb.

Here is an example:

‘I am worried that the train may be late this afternoon’ translates as:

‘J’ai peur que le train soit en retard ce l’après-midi.’

Here I am using the third person singular (the train) present subjunctive of the verb ‘to be’ (‘être’) which is ‘soit’ to express uncertainty.

If I am certain the train will be late, I simply use the future tense:

‘The train will be late this afternoon.’

‘Le train sera en retard ce l’après-midi.’

One of the reasons that we worry about the subjunctive (J’ai peur que le subjonctif soit difficile.’) is that it is does not appear to be regular. Because we use it so much everyday it takes on irregular forms that have to be learnt. Also, some verbs do not make the change to a different form – they stay the same. So, it can be confusing!

However, if you can learn the subjunctive forms of just ‘être’ and ‘avoir’, you will have gone a long way to mastering the use of the subjunctive required in GCSE French.

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2 years ago

637 views

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