Meryl L
ACADEMIC QUALIFICATIONS
Undergraduate in Law at the London School of Economics and Political Science Criminal Law; Contract Law; Public Law; Tort Law.
A Levels at Wycombe Abbey School, Buckinghamshire
Mathematics (A); Economics (A*); Chemistry (A*); History (A*), EPQ (A*)
GCSEs at The British International School of Kuala Lumpur, Malaysia
12A*s in English Literature; English Language; Mathematics; Further Mathematics; Biology; Chemistry; Physics; History; Drama; Geography; Mandarin Chinese; Malay.
TEACHING EXPERIENCE
Love Learning Tutors: Chemistry; Mathematics; Economics.
Common Entrance: 11+; 13+.
GCSE: Triple Science (Physics, Biology, Chemistry); English Language; English Literature; Economics. A-Level: Chemistry; Mathematics; History.
I have extensive experience teaching English and Maths to refugee children aged 8-12 as a GirlGuide, having hour-long weekly classes until I was 15 years old.
I've also mentored and taught students aged 13-15 the GCSE syllabus for. Maths, English and Triple Science as a Year 12 student as part of my sixth form's mentoring programme.
SKILLS & INTERESTS
I enjoy debating, reading and playing the flute in my spare time. While there is less and less time to read and play the flute with a law degree, I try to mirror the same passion I have for reading murder mysteries with reading legal judgments which have been working well so far. The flute is important to me as a creative outlet that allows me to express myself outside words. After achieving a Merit in my 2020 Grade 7 exam, I continue to play leisurely today! Debating is helpful for critical thinking but more importantly, my initial exploration into the activity helped me come out of my shell, particularly because of the resultant communication skills. I feel that I find it easier to communicate and empathise with people of varying ages and backgrounds.
WORK EXPERIENCE
Crisis Support Officer with Women’s Aid Organisation (Malaysia) [August 2020-present] - Working to support domestic abuse victims (women and children)
PERSONAL STATEMENT
Due to my previous experiences in studying Maths and Science throughout GCSE and A Levels, I understand the frustrations and lack of motivation that follow failure. My GCSE Chemistry teacher played a huge role in developing my love for the subject, but I learnt the hard way that simple enjoyment without key techniques would not protect me from failure after starting the A Level syllabus. Luckily, I quickly adapted to the increased difficulty and volume of work and hope to share my revision and study strategies with other students so that they are better equipped for dealing with difficult content. With different schooling experiences, I had a firsthand account of the necessity for an amicable relationship between a student and teacher so that students feel comfortable enough to ask as many questions as they need without doubting themselves.
I see several significant dimensions to my role as a tutor, which I hope you share! Firstly, I aim to adapt to the individual student's learning style by creating a learning plan that achieves their academic goals and teaching them the necessary content in an engaging and understandable way. Secondly, it’s crucial to provide realistic exam strategies that fit each student to help them understand the examination process and with confusingly worded questions. Lastly, I want to achieve a comfortable enough rapport with students so that they will have to confidence to voice their confusion and never worry about asking 'obvious' questions.