Taro K. GCSE Classical Greek tutor, GCSE Latin tutor, GCSE Russian tu...

Taro K.

£20 - £20 /hr

Currently unavailable: for regular students

Studying: Classics (Bachelors) - Oxford, New College University

4.9
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9 reviews| 18 completed tutorials

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About me

Hi! I’m Taro and I’m a first year undergraduate at Oxford University studying Classics. Naturally then I offer Latin and Greek, but also Maths, Russian and Japanese (of which I am native speaker) all to GCSE. As someone who has fairly recently gone through the same process, I also offer help with personal statements and Oxbridge preparation such as interview practice (interviews have always been my strength) and Oxford CAT preparation.

I was born and raised in the UK and went to boarding school in north-west London. In a way that is where my tutoring career began. Lots of people knocked on my door in the evenings asking for help with their homework.

Since then I have gotten into a fair few teaching projects. I teach weekly at a local secondary school in Oxford as part of a charity. Over the summer I taught English for 2 weeks with a charity in Japan. I have assisted as a classroom helper for a couple weeks at my old primary school. I have developed a real passion for teaching which is why I give 100% to every student of mine and every tutorial.

The teaching style I’ve developed is professional but informal and gentle, so don’t worry, if you’re wrong I’ll tell you nicely. To “educate” comes from the Latin “educare” which technically means to “lead out”. In a way this neatly reflects my teaching style which has become somewhat Socratic. I prefer, unless it becomes necessary otherwise, to prompt my tutee into solving their own problem, rather than just explain the solution at them. I believe “guiding” is a far more effective way to teach than “telling”, especially in revision contexts where the emphasis is on personal consolidation of material they have (hopefully) already been “told”.

Hopefully this style makes the lesson engaging too. I prefer the dynamic of my lessons to be more like that of older student to younger student, rather than strictly teacher to pupil. This I think is much more conducive in establishing a personal connection with my student, which I find is one of the most important elements of a successful tutee-tutor partnership and is what makes this kind of one and one service special and uniquely valuable.

I look forward to meeting you!

Hi! I’m Taro and I’m a first year undergraduate at Oxford University studying Classics. Naturally then I offer Latin and Greek, but also Maths, Russian and Japanese (of which I am native speaker) all to GCSE. As someone who has fairly recently gone through the same process, I also offer help with personal statements and Oxbridge preparation such as interview practice (interviews have always been my strength) and Oxford CAT preparation.

I was born and raised in the UK and went to boarding school in north-west London. In a way that is where my tutoring career began. Lots of people knocked on my door in the evenings asking for help with their homework.

Since then I have gotten into a fair few teaching projects. I teach weekly at a local secondary school in Oxford as part of a charity. Over the summer I taught English for 2 weeks with a charity in Japan. I have assisted as a classroom helper for a couple weeks at my old primary school. I have developed a real passion for teaching which is why I give 100% to every student of mine and every tutorial.

The teaching style I’ve developed is professional but informal and gentle, so don’t worry, if you’re wrong I’ll tell you nicely. To “educate” comes from the Latin “educare” which technically means to “lead out”. In a way this neatly reflects my teaching style which has become somewhat Socratic. I prefer, unless it becomes necessary otherwise, to prompt my tutee into solving their own problem, rather than just explain the solution at them. I believe “guiding” is a far more effective way to teach than “telling”, especially in revision contexts where the emphasis is on personal consolidation of material they have (hopefully) already been “told”.

Hopefully this style makes the lesson engaging too. I prefer the dynamic of my lessons to be more like that of older student to younger student, rather than strictly teacher to pupil. This I think is much more conducive in establishing a personal connection with my student, which I find is one of the most important elements of a successful tutee-tutor partnership and is what makes this kind of one and one service special and uniquely valuable.

I look forward to meeting you!

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Ratings & Reviews

4.9from 9 customer reviews
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Rocio (Parent)

October 20 2015

Dear Taro, Always after the lesson Jack is very happy. Thank you for making his lessons interesting. I was wandering that perhaps using the book you can go ahead of his lessons if you think that would be a good idea. On the other hand he is enjoying the translations. He knows you are revising and working in your subjects at the University and he admires that, I thought to let you know that, and for us as academics this is very important, well done to you Taro! keep working hard.

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Rocio (Parent)

October 2 2015

Excellent, thank you!

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Rocio (Parent)

October 15 2015

Thank you Taro.

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Rocio (Parent)

June 20 2015

Very good, Jack is improving.

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Qualifications

SubjectQualificationGrade
RussianA-level (A2)A*
LatinA-level (A2)A*
JapaneseA-level (A2)A
MathsA-level (A2)A
Ancient GreekA-level (A2)A
Oxford University Honour Moderations in Classics Degree (Bachelors)1st

Subjects offered

SubjectQualificationPrices
Classical GreekGCSE£20 /hr
JapaneseGCSE£20 /hr
LatinGCSE£20 /hr
MathsGCSE£20 /hr
RussianGCSE£20 /hr
Latin13 Plus £20 /hr

Questions Taro has answered

What do I do when I'm stuck on a Latin translation?

Latin is a very difficult language to translate; the word order especially can be very confusing to a native English speaker.The first thing to do is go back to the basics of translation. If the sentence has multiple clauses then bracket off each individual clause and identify what type each clause is. Then identify the main subject and verb of the sentence. Every single sentence has each of them; even if they are not both physically present, they will be assumed or implied in the meaning. If the verb is transitive identify the object too. Then identify how the remaining words in the main sentence relate to the one's you've identified - do they agree with of them? What are they qualifying? Once you have a good sense of the main sentence, repeat these for the other clauses if there are any. If the meaning hasn't jumped out at you yet, the next thing is  The first thing to take a step back and think about the context of the particular bit you're stuck on. These passages are always saying something coherent and simple and so just think about what it would make sense for the sentence to be saying. Although this is something you should have been doing from the start anyway, I know from experience that it is so easy to isolate a sentence which you don't understand and forget it's part of a coherent passage. The Latin may be complicated and obscure, but the meaning never will be (at least at GCSE) and it is really helpful if you always keep this in mind. This is applicable when you think you've come up with a translation too. The Roman authors wrote stuff that made sense. The examiners will have set you stuff that makes obvious sense. If it doesn't make sense, or even just seems a bit weird then you've almost certainly got the wrong translation. So break the sentence down, think about logically bit by bit, and remember to always keep the context in mind.

Latin is a very difficult language to translate; the word order especially can be very confusing to a native English speaker.The first thing to do is go back to the basics of translation. If the sentence has multiple clauses then bracket off each individual clause and identify what type each clause is. Then identify the main subject and verb of the sentence. Every single sentence has each of them; even if they are not both physically present, they will be assumed or implied in the meaning. If the verb is transitive identify the object too. Then identify how the remaining words in the main sentence relate to the one's you've identified - do they agree with of them? What are they qualifying? Once you have a good sense of the main sentence, repeat these for the other clauses if there are any. If the meaning hasn't jumped out at you yet, the next thing is  The first thing to take a step back and think about the context of the particular bit you're stuck on. These passages are always saying something coherent and simple and so just think about what it would make sense for the sentence to be saying. Although this is something you should have been doing from the start anyway, I know from experience that it is so easy to isolate a sentence which you don't understand and forget it's part of a coherent passage. The Latin may be complicated and obscure, but the meaning never will be (at least at GCSE) and it is really helpful if you always keep this in mind. This is applicable when you think you've come up with a translation too. The Roman authors wrote stuff that made sense. The examiners will have set you stuff that makes obvious sense. If it doesn't make sense, or even just seems a bit weird then you've almost certainly got the wrong translation. So break the sentence down, think about logically bit by bit, and remember to always keep the context in mind.

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3 years ago

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