Priya P
ACADEMIC QUALIFICATIONS
Wycombe Abbey School
A-levels: Biology - A*, Chemistry- A*, Mathematics- A*, Further Mathematics- A*
GCSEs: Computer Science- A*, Biology- 9, Chemistry- 9, Physics- 9, Mathematics- 9, Additional Mathematics- A*, English literature- A*, English language- A*, French- 9, Geography- 9, History- A*, Latin- 9
University College London
Biomedical Sciences BSc
TEACHING EXPERIENCE
Love Learning Tutors: Biology, Chemistry, Maths, Physics
Common Entrance: Biology, Chemistry, Physics, Maths
GCSE: Biology, Chemistry, Physics, Maths
A-Level: Biology, Chemistry, Maths, Further maths
Volunteer teaching assistant at Hannah Ball Primary School
Private tutoring in GCSE Maths and Science
SKILLS & INTERESTS
Outside academia, one of my biggest passions is music. Alongside my sister, I grew up performing for any captive audience I could wrangle - exploits which unfortunately were extensively documented by my parents. I sing and play saxophone; these are forms of expression which have always brought me joy, although they are very loud pursuits, so I’m not sure my neighbours are particularly fond of my pastimes! I also had the opportunity in my last two years at school to lead a small gospel choir, so I love to arrange music in my spare time. I have recently developed somewhat of an obsessive knitting habit, a vice which my friends endure largely for the promise of handmade birthday gifts. I find these more artistic hobbies are so therapeutic and effective in relieving academic and general stress, as well as making my wardrobe more interesting!
I have experience with laboratory skills, scientific writing, and research, in addition to public speaking and communication. My more specialist knowledge involves neuroscience, which I find to be the most intriguing facet of biomedical science largely because it unifies so many fields of study. To me, the brain is a symbol of the very best things about biology: the inherent relatability of the content, the astounding concept of an organ sophisticated enough to study itself, and the ability to provide logical mechanisms for otherwise inexplicable and abstract concepts such as memory, emotion, and perception. More specifically, I am fascinated by neurodegeneration and pharmacology, reading extensively about the subject and researching topics such as prion disease as well as treatment advancements involving both regenerative and neuroprotective genetic medicine.
WORK EXPERIENCE
Diamond Light Source Work Experience: week-long programme involving crystallisation trials in the laboratory to test various methods, as well as collecting and analysing diffraction data.
Editor of science publication: founded and wrote for ‘The Ginkgo’, leading a team of editors and writers to produce termly editions.
STEM summer work experience: attended workshops, talks and sessions led by local STEM companies as well as formulating and completing an independent scientific research project about Huntington’s disease for the CREST Gold Award.
PERSONAL STATEMENT
I believe that science is objectively and intrinsically interesting. In my personal experience as a tutor, students who are particularly eager to label themselves as not being a “STEM person” simply haven’t yet discovered the specific aspect of science that appeals to them. Science is so multifaceted and diverse; it is an infinite and dynamic challenge that can provide explanations for art, culture, invention, consciousness and just about every other aspect of human life – all roads lead back to STEM and there truly is something for everyone. I am incredibly passionate about the role of science in understanding the human experience and the world around us, and aim to not only help my students tackle any difficulties they may be having with the syllabus, but also to nurture a genuine interest in scientific topics within and outside of the curriculum.
I first developed an interest in tutoring in my final years of secondary school, specifically whilst giving a presentation on synaesthesia to a room full of academics with no prior knowledge of the subject. Explaining this foreign concept whilst weaving a narrative element into the science to ensure it remained engaging and accessible was something that I found particularly rewarding, but the subsequent opportunity to field questions from the room was even more enlightening. In this time, I was led to consider aspects of the topic that hadn’t occurred to me in my weeks of research. This was a lesson in just how much thought processes can vary between individuals and the benefit of discussion and explanation for both teacher and student.
The best and most impactful teachers in my own life have been those that understood this necessity of empathy and collaboration in teaching and were willing to adopt entirely different and new approaches to learning in order to cater their teaching style to the specific strengths of the student. Particularly with STEM subjects, students often have a perception that the need for tutoring is a symptom of their own inability. I have found that my most important role as a tutor has often been to dispel this myth and help my students regain academic confidence. This involves ensuring that the student is working at the correct level such that they see enough success to motivate perseverance and are challenged to an appropriate degree. I find that this can be gauged by communicating just as often and openly with the student as with parents in order to set appropriate goals, adjust the rate at which more difficult content is introduced and create lesson plans which are tailored to each individual. It is also important to me that my sessions are a friendly and comfortable space for the student where failure is not only allowed but is valued and is an integral part of developing the skills needed for independent learning. I can remember struggling with certain concepts throughout my education and always appreciated when teachers had the patience to help me embrace my thought process and make necessary mistakes before ultimately reaching a solution.