Experience
I'm Elkan, a student in Dulwich College Singapore who recently graduated the IB diploma program. I excel in the subject of English, taking Language and Literature at a High Level, being predicted a 7/7 grade. Alongside this, I took the subjects of Psychology and Global Politics, which are ultimately essay centric subjects that have elevated my vocabulary, developing my analytical and expressive skills. While I have not had formal tutoring experience, I helped my classmates significantly improve on their comparative Paper 2 essays, as well as their Paper 1 unseen text analysis skills. Many of my friends personally who I spent the most time tutoring experienced a grade increase from a 4 to a 6 to 7 range. In terms of lower-level education teaching, I played a substantial role in assisting my younger cousin with his Pre-School phonetic and linguistic development, as well as his PSLE english.
For tutoring at my current education level (IB), my teaching style involves firstly enabling my students to understand what is expected of them on each paper - and how to achieve the best possible mark in the often limited and constrictive timeframe alloted. Furthermore, I use the notes that I personally created that summarised the common text types, as well as common features to highlight and analyze. I then employ repeated practices, using new texts to constantly challenge my students, guiding them through the development of their analytical lens. On paper 2, I would employ the aforementioned first step, familiarizing students with the IB english expectations as well as the most effective structure. Then, I believe that a firm grasp on each literary text is a cornerstone to the success I experience. This includes thematic devices, linguistic features, etc. Obviously, a big part of student's revision is the quote banks, which I would assist in creating based on their respective texts. In both papers, I believe that guided, constant practice is a surefire way to boost one's grade.
For pre-school students, I found that students were more receptive to learning that was fun or engaging, enabling them to relate it to personal memories and encode the knowledge better. A key component on the development of vocabulary or phonetics is repetition, which I aim to expand and improve through the creation of stories together. Furthermore, I believe that the common methods of worksheets or memorization fail to account for each child's unique receptiveness to learning, and I aim to subvert this by using stories, pictures or toys to enhance the learning journey.
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