Matt S. GCSE French tutor, GCSE Spanish tutor, A Level French tutor, ...

Matt S.

Unavailable

Modern Languages (Bachelors) - Exeter University

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About me

Hello! I’m Matt and I am currently in my final year of a BA Modern Languages degree at the University of Exeter.

I have always had an interest in both languages and teaching, so tutoring is the ideal job for me. I feel a great sense of satisfaction from passing on knowledge and having an impact on a student’s learning.

During my second year, I was part of the Peer Assisted Learning scheme, in which I held weekly sessions with my assigned tutee to discuss queries about their language learning and improve on previously consolidated skills.

My most significant teaching experience came in my Year Abroad in Galicia, Spain last year in which I taught English to students aged 7-16 with the British Council programme. This allowed me to experiment with a variety of activities and teaching styles. Outside of the classroom, I used my initiative in advertising my tutoring services to the locals and was able to build a wide network of students with a range of learning needs.

This year, I have undertaken a TESOL (Teaching English to Speakers of Other Languages) module to build on my skills from last year, and have acquired strategies and techniques that have shaped me into an effective teacher.

I am very patient, outgoing and always aim to personalise my student’s learning to ensure maximum participation and engagement.

Hello! I’m Matt and I am currently in my final year of a BA Modern Languages degree at the University of Exeter.

I have always had an interest in both languages and teaching, so tutoring is the ideal job for me. I feel a great sense of satisfaction from passing on knowledge and having an impact on a student’s learning.

During my second year, I was part of the Peer Assisted Learning scheme, in which I held weekly sessions with my assigned tutee to discuss queries about their language learning and improve on previously consolidated skills.

My most significant teaching experience came in my Year Abroad in Galicia, Spain last year in which I taught English to students aged 7-16 with the British Council programme. This allowed me to experiment with a variety of activities and teaching styles. Outside of the classroom, I used my initiative in advertising my tutoring services to the locals and was able to build a wide network of students with a range of learning needs.

This year, I have undertaken a TESOL (Teaching English to Speakers of Other Languages) module to build on my skills from last year, and have acquired strategies and techniques that have shaped me into an effective teacher.

I am very patient, outgoing and always aim to personalise my student’s learning to ensure maximum participation and engagement.

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About my sessions

The first session will be focused on getting to know the student. During this time, I will identify the student’s learning needs and the gaps that the student may have in their learning, whilst also gauging their interests in order to personalise future material as much as possible. I prefer giving the students a level of autonomy over their learning as I feel this is key in raising learner motivation. I will often ask whether the students are finding sessions useful, what they would like to cover in the next session and what skills they feel still need improvement.

During preparation for sessions I carefully consider the student’s responses and search for a range of audio-visual materials that match their needs and interests. I provide the student with achievable aims and learning outcomes at the start of the session in order to provide focus to each class. Completion of these aims at the end of the lesson would make it successful. If there are any lingering doubts I would ensure that they are resolved before the end of the session and provide further material for the student to consolidate learning between classes.

I feel that a positive student-teacher rapport is fundamental to inspire students. An honest and transparent teacher-student relationship enables trust and confidence to be built, leading to a mutually beneficial working relationship.

The first session will be focused on getting to know the student. During this time, I will identify the student’s learning needs and the gaps that the student may have in their learning, whilst also gauging their interests in order to personalise future material as much as possible. I prefer giving the students a level of autonomy over their learning as I feel this is key in raising learner motivation. I will often ask whether the students are finding sessions useful, what they would like to cover in the next session and what skills they feel still need improvement.

During preparation for sessions I carefully consider the student’s responses and search for a range of audio-visual materials that match their needs and interests. I provide the student with achievable aims and learning outcomes at the start of the session in order to provide focus to each class. Completion of these aims at the end of the lesson would make it successful. If there are any lingering doubts I would ensure that they are resolved before the end of the session and provide further material for the student to consolidate learning between classes.

I feel that a positive student-teacher rapport is fundamental to inspire students. An honest and transparent teacher-student relationship enables trust and confidence to be built, leading to a mutually beneficial working relationship.

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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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Qualifications

SubjectQualificationGrade
SpanishA-level (A2)A
FrenchA-level (A2)A
PsychologyA-level (A2)A

General Availability

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

Subjects offered

SubjectQualificationPrices
FrenchA Level£20 /hr
SpanishA Level£20 /hr
FrenchGCSE£18 /hr
SpanishGCSE£18 /hr

Questions Matt has answered

When do I use the subjunctive?

The first important thing to note about the subjunctive is that it is a mood, not a tense.It is mainly used to show the speaker's attitudes or feelings in the sentence There are several situations when the subjunctive mood needs to be used: expression of wishing/desireexpression of doubtexpression of command It is most commonly seen after the trigger phrases 'si' and 'que'.

The formation of the subjunctive may seem confusing at first but it will become natural after a while.

For '-ar' verbs, the '-o' is removed from the first person indicative and the '-er' and '-ir' endings are added. For example, for the regular '-ar' verb 'acabar' (to finish), it would look like this...:

yo - acabnosotros - acabemos
tú - acabes vosotros - acabéis
él/ella - acabellos/ellas - acaben

Formation follows a similar pattern for 'er' and 'ir' verbs. Except the 'o' is removed from the 'yo' form in the indicative, and the present tense '-ar' verb endings are added. For example, for the regular verb 'vivir' (to live), it would look like this...

yo - viva nosotros - vivamos
tú- vivas vosotros - viváis
él/ella - viva ellos/ellas - vivan

There are several irregular verbs to learn that are used frequently, such as 'ser', 'tener' and 'saber', however it is essential to grasp the basics of how to form regular verbs in the subjunctive first before moving on to these.
The first important thing to note about the subjunctive is that it is a mood, not a tense.It is mainly used to show the speaker's attitudes or feelings in the sentence There are several situations when the subjunctive mood needs to be used: expression of wishing/desireexpression of doubtexpression of command It is most commonly seen after the trigger phrases 'si' and 'que'.

The formation of the subjunctive may seem confusing at first but it will become natural after a while.

For '-ar' verbs, the '-o' is removed from the first person indicative and the '-er' and '-ir' endings are added. For example, for the regular '-ar' verb 'acabar' (to finish), it would look like this...:

yo - acabnosotros - acabemos
tú - acabes vosotros - acabéis
él/ella - acabellos/ellas - acaben

Formation follows a similar pattern for 'er' and 'ir' verbs. Except the 'o' is removed from the 'yo' form in the indicative, and the present tense '-ar' verb endings are added. For example, for the regular verb 'vivir' (to live), it would look like this...

yo - viva nosotros - vivamos
tú- vivas vosotros - viváis
él/ella - viva ellos/ellas - vivan

There are several irregular verbs to learn that are used frequently, such as 'ser', 'tener' and 'saber', however it is essential to grasp the basics of how to form regular verbs in the subjunctive first before moving on to these.

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3 months ago

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