Elliot J.

Elliot J.

Unavailable

History (Bachelors) - St Andrews University

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86 completed lessons

About me

I am a Third Year student of Modern History and Medieval History at the University of St Andrews and am an enthusiastic, passionate teacher of history- largely because I hope to spend my life studying it! I have a very broad knowledge of historical material across all periods and theatres and I have experience with working with people including school volunteering placements. I study English as a hobby for a large amount of time each week and have significant experience tutoring in it, and am passionate about literature (especially poetry).

I am a Third Year student of Modern History and Medieval History at the University of St Andrews and am an enthusiastic, passionate teacher of history- largely because I hope to spend my life studying it! I have a very broad knowledge of historical material across all periods and theatres and I have experience with working with people including school volunteering placements. I study English as a hobby for a large amount of time each week and have significant experience tutoring in it, and am passionate about literature (especially poetry).

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About my sessions

In sessions, I will have already prepared a rough timetable for that lesson based on what I intend to cover with the student. This will allocate time for going over homework where appropriate, and of course leave time for questions at the end. Where necessary (particularly for history), the session will be split into two, with half of it for content on the course and half of it on question response technique.

In sessions, I will have already prepared a rough timetable for that lesson based on what I intend to cover with the student. This will allocate time for going over homework where appropriate, and of course leave time for questions at the end. Where necessary (particularly for history), the session will be split into two, with half of it for content on the course and half of it on question response technique.

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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

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31 reviews
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TG

Tosin Parent from South Croydon

9 May, 2017

Great stuff Elliot. Thank so much.

DG

David Student

27 Apr, 2017

Very thorough as usual.

DT

Douglas Student

17 Apr, 2017

Always helpful

DG

David Student

15 Mar, 2017

very analytical, very full explanations and breaks everything down into into the tiniest sections so you are able to learn everything about that particular thing

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Qualifications

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

General Availability

MonTueWedThuFriSatSun
Pre 12pm
12 - 5pm
After 5pm

Pre 12pm

12 - 5pm

After 5pm
Mon
Tue
Wed
Thu
Fri
Sat
Sun

Subjects offered

SubjectQualificationPrice
HistoryA Level£26 /hr
EnglishGCSE£22 /hr
HistoryGCSE£22 /hr

Questions Elliot has answered

Explain the reasons why the weaknesses of the White Russians led to their failure in the Russian Civil War.

If tackling this question with a student, we would firstly consider the geographical and sociopolitical context of the Civil War- we would from this be able to see the vast size of 1918 Russia as inhibiting the ability of the White armies to effectively manouever, particularly as they were scattered around the Russian 'perimeter' while the Reds controlled the primary centres of industry and population in the west. We can also use sociopolitical context to understand the motives for many to support the Reds, particularly the urban Proletariat. I would then explore with them the ability of the Reds to secure supplies through War Communism, and examine the realities of the Whites having no coherent single faction leader or even a figurehead following the murder of the Tsar and his heirs. Finally I would explore with the student the implications of foreign armies on Russian soil, which had the effect of presenting the Whites as non-Russian.If tackling this question with a student, we would firstly consider the geographical and sociopolitical context of the Civil War- we would from this be able to see the vast size of 1918 Russia as inhibiting the ability of the White armies to effectively manouever, particularly as they were scattered around the Russian 'perimeter' while the Reds controlled the primary centres of industry and population in the west. We can also use sociopolitical context to understand the motives for many to support the Reds, particularly the urban Proletariat. I would then explore with them the ability of the Reds to secure supplies through War Communism, and examine the realities of the Whites having no coherent single faction leader or even a figurehead following the murder of the Tsar and his heirs. Finally I would explore with the student the implications of foreign armies on Russian soil, which had the effect of presenting the Whites as non-Russian.

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2 years ago

871 views

Explain why the Catholic Church was criticised in the early sixteenth century.

I would open my teaching of how to answer with this question by inviting the students to consider the structure of the early 16th Century Catholic Church and Papacy, based on the division of power and the placement of religious authority. From this we would be able to draw conclusions as to the failings of the Church in the period, such as nepotism, corruption, the purchase of office, clerical absence and scriptural ignorance. In looking at the factual reality of the Church, we could develop a point based on the incongruence between the Pope as a religious and spiritual leader, and as the temporal Prince of the Papal States, a crown that frequently became involved in geopolitical conflict and warfare- such as in the Italian Wars in the immediate run-up to the period described in the question. We would then return to the initial notion of the basic structure of the Roman Catholic church- unified under a single individual and geographic location- and explore how this caused conflicts with nascent feelings of nationhood, using the very philosophy of Martin Luther and many of his supporters in the Holy Roman Empire in the context of their view of the Papacy as an invasive, perfidious influence on 'Germany'. We would make this argument with reference to relevant primary source material, such as Luther's own writings or the view offered by Ulrich von Hutten's work, understanding the semantic significance of 'Germany' as a new concept.I would open my teaching of how to answer with this question by inviting the students to consider the structure of the early 16th Century Catholic Church and Papacy, based on the division of power and the placement of religious authority. From this we would be able to draw conclusions as to the failings of the Church in the period, such as nepotism, corruption, the purchase of office, clerical absence and scriptural ignorance. In looking at the factual reality of the Church, we could develop a point based on the incongruence between the Pope as a religious and spiritual leader, and as the temporal Prince of the Papal States, a crown that frequently became involved in geopolitical conflict and warfare- such as in the Italian Wars in the immediate run-up to the period described in the question. We would then return to the initial notion of the basic structure of the Roman Catholic church- unified under a single individual and geographic location- and explore how this caused conflicts with nascent feelings of nationhood, using the very philosophy of Martin Luther and many of his supporters in the Holy Roman Empire in the context of their view of the Papacy as an invasive, perfidious influence on 'Germany'. We would make this argument with reference to relevant primary source material, such as Luther's own writings or the view offered by Ulrich von Hutten's work, understanding the semantic significance of 'Germany' as a new concept.

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2 years ago

553 views

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