Matthew U.

Matthew U.

£30 - £32 /hr

Anthropology (Bachelors) - Durham University

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This tutor is also part of our Schools Programme. They are trusted by teachers to deliver high-quality 1:1 tuition that complements the school curriculum.

69 completed lessons

About me

Hi,

My name is Matthew U. and I am currently studying Anthropology at Durham University. I studied Socioology, Psychology and Religious Studies and acheived grade A in all of them. I used to be a 'naughty' student who struggled at school but during 6th form I knuckled down and found a way to learn that suited me. I have tutored for a couple students in the year below me for Psychology and Sociology but since being at university I can no longer do this, however, I would love to resume tutoring as its a very satisfying feeling seeing someone progress with my help. 

I can help with both A-levels and personal statements (I had to do mine to Oxbridge standard).

Hi,

My name is Matthew U. and I am currently studying Anthropology at Durham University. I studied Socioology, Psychology and Religious Studies and acheived grade A in all of them. I used to be a 'naughty' student who struggled at school but during 6th form I knuckled down and found a way to learn that suited me. I have tutored for a couple students in the year below me for Psychology and Sociology but since being at university I can no longer do this, however, I would love to resume tutoring as its a very satisfying feeling seeing someone progress with my help. 

I can help with both A-levels and personal statements (I had to do mine to Oxbridge standard).

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About my sessions

At first I will beign by developing a rapport with the student, understanding what they know, what they struggle with, how they best revise and also what they want to acheive in the subject. From what was first illustrated as topics that the student struggles with, I will go over knowledge and understanding and evaluation, practicng an essay question with the student and asking them to complete a paragraph or two of an essay question in a past paper. I will prepare for sessions by going through my notes and compiling the relevent information, as well as contacting my previous teachers to see if they have any useful material. I will measure progress by seeing how the paragraph structure and quality improve after each practice essay question and by also asking the student how they feel they are progressing. If they feel they didn't quite understand something we will go over the topic for half a session and practice questions and answers for the remianing half. I feel that from personal experince, the best way to encourage learning is having an engaging teacher who actively listens to your needs and also by showing the student their progress to encourage them to keep working and finally, the most important way to encoruage learning is to beleive in the student and never give up, even if they are struggling.

At first I will beign by developing a rapport with the student, understanding what they know, what they struggle with, how they best revise and also what they want to acheive in the subject. From what was first illustrated as topics that the student struggles with, I will go over knowledge and understanding and evaluation, practicng an essay question with the student and asking them to complete a paragraph or two of an essay question in a past paper. I will prepare for sessions by going through my notes and compiling the relevent information, as well as contacting my previous teachers to see if they have any useful material. I will measure progress by seeing how the paragraph structure and quality improve after each practice essay question and by also asking the student how they feel they are progressing. If they feel they didn't quite understand something we will go over the topic for half a session and practice questions and answers for the remianing half. I feel that from personal experince, the best way to encourage learning is having an engaging teacher who actively listens to your needs and also by showing the student their progress to encourage them to keep working and finally, the most important way to encoruage learning is to beleive in the student and never give up, even if they are struggling.

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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

9 Aug, 2017

Ratings & Reviews

5
23 reviews
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SB

Sue Parent from Westerham

13 Feb

Top Lesson, highest recommendation!

IB

Inge Parent from Overijse

12 Feb

Reschedule requested

SB

Sue Parent from Westerham

6 Feb

Really good and efficient! Gets through alot of work...

SB

Sue Parent from Westerham

2 Jan

Thanks for a great first session, very helpful!

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Qualifications

SubjectQualificationGrade
PsychologyA-level (A2)A
SociologyA-level (A2)A
Religious StudiesA-level (A2)A*

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
SociologyA Level£32 /hr
ScienceGCSE£30 /hr
SociologyGCSE£30 /hr

Questions Matthew has answered

Discuss factors within schools that may lead to the educational under-achievement of pupils from some minority ethnic groups.

One internal factor that may lead to the educational underachievement of pupils from some minority ethnic groups is labelling and teacher racism. Gillborn (1990) and Gillborn and Youdell (2000) studied teacher racism to black students. Teachers often labelled black pupils as a cause for concern and disruptive. Gillborn found that teachers were quicker to discipline black pupils than others for the same behavior. Asian pupils are often also subject to teacher racism as teachers held ethnocentric views. Teachers often gave Asian pupils easier work and spoke to them in simpler English even if they were fluent in English. This left them at a disadvantage as they were not receiving the same level of education as white pupils. Another internal factor that may lead to the educational under-achievement of pupils from some minority ethnic groups is the ethnocentric curriculum. The National Curriculum teaches mainly British ideals and history and ignores the history and culture of ethnic minorities. Coard (1971; 2005) explains how the ethnocentric curriculum may produce under-achievement. For example, in history the British are presented as bringing civilisation to the ‘primitive’ peoples they colonised. This image of black people as inferior undermines black children’s self-esteem and leads to their failure. A third factor that may lead to the educational under-achievement of pupils from some minority ethnic groups is pupil responses and subcultures. Mirza (1992) studied ambitious black girls who faced teacher racism. The girls failed to reached their ambitions because their coping strategies restricted their opportunities and resulted in under-achievement. Mirza found that racist teachers discouraged black pupils from being ambitious through the kind of advice they gave them about careers and option choices. A large majority of teachers in the study held racist attitudes. This discouragement leads to under-achievement as it discourages pupils to work hard for their future if they are told they have a bad future ahead. One internal factor that may lead to the educational underachievement of pupils from some minority ethnic groups is labelling and teacher racism. Gillborn (1990) and Gillborn and Youdell (2000) studied teacher racism to black students. Teachers often labelled black pupils as a cause for concern and disruptive. Gillborn found that teachers were quicker to discipline black pupils than others for the same behavior. Asian pupils are often also subject to teacher racism as teachers held ethnocentric views. Teachers often gave Asian pupils easier work and spoke to them in simpler English even if they were fluent in English. This left them at a disadvantage as they were not receiving the same level of education as white pupils. Another internal factor that may lead to the educational under-achievement of pupils from some minority ethnic groups is the ethnocentric curriculum. The National Curriculum teaches mainly British ideals and history and ignores the history and culture of ethnic minorities. Coard (1971; 2005) explains how the ethnocentric curriculum may produce under-achievement. For example, in history the British are presented as bringing civilisation to the ‘primitive’ peoples they colonised. This image of black people as inferior undermines black children’s self-esteem and leads to their failure. A third factor that may lead to the educational under-achievement of pupils from some minority ethnic groups is pupil responses and subcultures. Mirza (1992) studied ambitious black girls who faced teacher racism. The girls failed to reached their ambitions because their coping strategies restricted their opportunities and resulted in under-achievement. Mirza found that racist teachers discouraged black pupils from being ambitious through the kind of advice they gave them about careers and option choices. A large majority of teachers in the study held racist attitudes. This discouragement leads to under-achievement as it discourages pupils to work hard for their future if they are told they have a bad future ahead.

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1 year ago

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