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- Weekends Availability: Flexible
- IB Alumni
IBDP Alumni who recently graduated and currently studying Philosophy, Politics, and Economics in the UK with 4+ years of IB tutoring experience.
IBDP Alumni who recently graduated and currently studying Philosophy, Politics, and Economics in the UK with 4+ years of IB tutoring experience.
I tutored HL and SL students on essay strategies and history concepts, teaching in an analytical and balanced approach, which is essential to acquire top grades in this subject.
Tutored students on Extended Essays, IAs, and essay structures. My Extended Essay was on Category 3, where I developed analytical skills to understand how contextual and linguistic devices shape texts.
I tutored English in a volunteering association to children and adolescents, explaining grammar and expanding their vocabulary. I have also taught English in Kathmandu, Nepal. English is my second language and, even though I have a proficiency-level certificate (C2), I understand the struggle behind expressing yourself in another language. I know how to teach English with techniques on how to communicate clearly and concisely.
I took French B HL and studied French for 13 years with a variety of learning approaches.
I helped students with their essays over the past year. Additionally, I am a current undergraduate Philosophy student.
Italian is my native language, and I have taught students both the language itself and the IB techniques for IB Literature A course.
Currently Perusing Bachelors in Philosophy, Politics, and Economics.
International Baccalaureate Diploma
My teaching philosophy is that there is always a different way to tackle the problem if the traditional one does not work. In class, teachers tend to adopt a classic form of explaining concepts; however, this might not work for everyone. It is necessary that the student personally makes the concepts clear so that it is not a sciolistic learning but an active, almost personal one.
Understanding students’ concerns Many students struggle because they do not know how to solve their weaknesses, even if they understand the problem itself. I believe that understanding student concerns targets the issue because it focuses on simple but problematic misunderstandings that lie on the basis of every work subsequently produces. Understand their methodology, strengths, and weaknesses. Usually, going through a past paper, the student explains how the essay was approached, what he/she feels is good (preferably also from teachers’ feedback), and what instead might be improved.