Marta O.

Marta O.

£24 - £28 /hr

Psychology BSc (Bachelors) - Kings, London University

5.0
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34 reviews

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113 completed lessons

About me

Hi! I'm Marta and I graduated the IB with 40 points and I am a second year BSc Psychology student at King's College London.

Having studied in the IB program, I am familiar with its holistic teaching style of interconnecting different subjects as well as its examination system and grading criteria.

Psychology has always been fascinating to me as it is an interdisciplinary science that uses knowledge from various sciences in order to understand the complexities of human behaviour. It gives us insight into ourselves and human relationships allowing us to explain everyday phenomena and understand our own processing systems.

As a tutor, my qualifications include: past tutoring experience in the IB, knowledge of schemas in relation to learning processes, running a study methods/help blog, and taking part in an extra credit module focused on study methods and mental well-being.

I believe in the uniqueness of each student's learning styles and I strive to find the most effective and engaging teaching methods to ensure a student is fully understanding the material. I also believe that a student's mental wellbeing is crucial to their learning process and I will always ensure that I create a comfortable learning space where a student can feel free to ask any questions and learn at a comfortable pace.

Hi! I'm Marta and I graduated the IB with 40 points and I am a second year BSc Psychology student at King's College London.

Having studied in the IB program, I am familiar with its holistic teaching style of interconnecting different subjects as well as its examination system and grading criteria.

Psychology has always been fascinating to me as it is an interdisciplinary science that uses knowledge from various sciences in order to understand the complexities of human behaviour. It gives us insight into ourselves and human relationships allowing us to explain everyday phenomena and understand our own processing systems.

As a tutor, my qualifications include: past tutoring experience in the IB, knowledge of schemas in relation to learning processes, running a study methods/help blog, and taking part in an extra credit module focused on study methods and mental well-being.

I believe in the uniqueness of each student's learning styles and I strive to find the most effective and engaging teaching methods to ensure a student is fully understanding the material. I also believe that a student's mental wellbeing is crucial to their learning process and I will always ensure that I create a comfortable learning space where a student can feel free to ask any questions and learn at a comfortable pace.

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About my sessions

In order to prepare for a tutorial, I will first identify the student’s needs and trouble areas and plan the lesson around them while still bringing elements of their interests and strengths to cultivate curiosity and engagement with the material.

I am very flexible with my time and I will always accommodate the lessons to the student’s preferred learning styles in order to create the most efficient and engaging lessons.

Through the lessons, I will encourage thinking skills rather than “spoon-feeding” material through using the student’s prior knowledge and asking questions to ensure they have understood the topic. I will also use past exam questions and marking criteria to measure their understanding as well as help them understand exactly what is expected from them in the exams.

As I believe learning is a continuous process, I will provide the student with additional resources where they can test their skills and consolidate their knowledge in their weaker areas as well as additional reading in their areas of interest to feed their curiosity.

In order to prepare for a tutorial, I will first identify the student’s needs and trouble areas and plan the lesson around them while still bringing elements of their interests and strengths to cultivate curiosity and engagement with the material.

I am very flexible with my time and I will always accommodate the lessons to the student’s preferred learning styles in order to create the most efficient and engaging lessons.

Through the lessons, I will encourage thinking skills rather than “spoon-feeding” material through using the student’s prior knowledge and asking questions to ensure they have understood the topic. I will also use past exam questions and marking criteria to measure their understanding as well as help them understand exactly what is expected from them in the exams.

As I believe learning is a continuous process, I will provide the student with additional resources where they can test their skills and consolidate their knowledge in their weaker areas as well as additional reading in their areas of interest to feed their curiosity.

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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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Enhanced DBS Check

10/11/2017

Ratings & Reviews

5
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34 customer reviews
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Jean-Baptiste Parent from Nottingham

11 Dec, 2017

Perfect experience, Marta is very fast to correct the essay I asked her and she gave a lot of explanations about the mistakes I made to not do them in the future. I recommend 100%

SS
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Suma Parent from HYDERABAD Lesson review 3 Dec, 17:00

3 Dec

She was extremely helpful in making the structure of an ERQ more clear to me and understanding how to approach the question in detail, addressing all the requirements in order to get a good grade.

NT
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Namthip Student Lesson review 29 Nov, 12:00

29 Nov

Got a lot out of this first session, we covered the basics of how to answer essay questions and short answer questions for the IB curriculum. I am feeling much more confident now!

SS
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Sophia Parent from Crawley

13 Nov

Really helpful. Even though this subject was new to me Marta was very patience. With Marta's sessions I am now very confident in the subject.

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Qualifications

SubjectQualificationGrade
PsychologyInternational Baccalaureate (IB) (HL)6
BiologyInternational Baccalaureate (IB) (HL)7
FrenchInternational Baccalaureate (IB) (HL)7
English LanguageInternational Baccalaureate (IB) (SL)6
TheatreInternational Baccalaureate (IB) (SL)7
MathsInternational Baccalaureate (IB) (SL)5
Theory of KnowledgeInternational Baccalaureate (IB) (SL)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

SubjectQualificationPrices
PsychologyA Level£26 /hr
BiologyGCSE£24 /hr
DramaGCSE£24 /hr
English LanguageGCSE£24 /hr
English LiteratureGCSE£24 /hr
FrenchGCSE£24 /hr
PsychologyGCSE£24 /hr
PsychologyIB£26 /hr
Personal StatementsMentoring£26 /hr
PsychologyUniversity£28 /hr

Questions Marta has answered

Explain the Fundamental Attribution Error with reference to research

The Fundamental Attribution Error occurs when a person overestimates the dispositional factors in someone’s behaviour and underestimates the situational factors. For example, if a student performs poorly on a test, a teacher may attribute this bad mark to the student being lazy or unprepared rather than the student being ill the day of the test or having a bad day. The reason behind this error in attribution is often not having enough information to create a balanced decision, thus the individual attributes the behaviour to dispositional factors rather than situational factors. On the other hand, when individuals assess themselves they tend to take into consideration the situation or circumstances. Ross et al., 1977, conducted an experiment with the aim of experimenting whether students would make the fundamental attribution error even if they had the knowledge that the actors were simply playing a role. The sample consisted of 18 pairs of students from an introductory class at Stanford University. The participants were randomly assigned the roles of either questioner or contestant and had to participate in a simulated quiz game. 24 observers watched the quiz while the questioners asked the contestants 10 questions designed by the questioner. The questioner was to give the contestants 30 seconds for each question, and if the contestants did not answer correctly, the questioner gave the correct answer. After the quiz, all participants and observers were asked to rate the "general knowledge" of the contestants and questioners. The results showed that the contestants and observers consistently rated the general knowledge of the questioners in the experimental condition as superior. There was clear demonstration of FAE, as the contestants and observers attributed the questioners' ability to answer the questions to dispositional factors and failed to take into consideration the situational factors that gave the questioners an advantage. On the other hand, the questioners did not rate their own knowledge as being superior to that of the contestants as they took into account their own situation. Some of the limitations of this study is that it lacked ecological validity due to its artificial setting as the game show situation is not one that individuals are faced with in their daily lives. Also, there was sampling bias as it was done with a sample of only university students which may have affected the results as they are used to attributing more intelligence to their professors which they may have related to the questioners as well. This study cannot be generalized to the wider world due to its lack of cross cultural validity as American students cannot accurately represent the errors in attribution globally.The Fundamental Attribution Error occurs when a person overestimates the dispositional factors in someone’s behaviour and underestimates the situational factors. For example, if a student performs poorly on a test, a teacher may attribute this bad mark to the student being lazy or unprepared rather than the student being ill the day of the test or having a bad day. The reason behind this error in attribution is often not having enough information to create a balanced decision, thus the individual attributes the behaviour to dispositional factors rather than situational factors. On the other hand, when individuals assess themselves they tend to take into consideration the situation or circumstances. Ross et al., 1977, conducted an experiment with the aim of experimenting whether students would make the fundamental attribution error even if they had the knowledge that the actors were simply playing a role. The sample consisted of 18 pairs of students from an introductory class at Stanford University. The participants were randomly assigned the roles of either questioner or contestant and had to participate in a simulated quiz game. 24 observers watched the quiz while the questioners asked the contestants 10 questions designed by the questioner. The questioner was to give the contestants 30 seconds for each question, and if the contestants did not answer correctly, the questioner gave the correct answer. After the quiz, all participants and observers were asked to rate the "general knowledge" of the contestants and questioners. The results showed that the contestants and observers consistently rated the general knowledge of the questioners in the experimental condition as superior. There was clear demonstration of FAE, as the contestants and observers attributed the questioners' ability to answer the questions to dispositional factors and failed to take into consideration the situational factors that gave the questioners an advantage. On the other hand, the questioners did not rate their own knowledge as being superior to that of the contestants as they took into account their own situation. Some of the limitations of this study is that it lacked ecological validity due to its artificial setting as the game show situation is not one that individuals are faced with in their daily lives. Also, there was sampling bias as it was done with a sample of only university students which may have affected the results as they are used to attributing more intelligence to their professors which they may have related to the questioners as well. This study cannot be generalized to the wider world due to its lack of cross cultural validity as American students cannot accurately represent the errors in attribution globally.

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1 year ago

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