Roy C
ACADEMIC QUALIFICATIONS
King’s College London, MSc Clinical Neuropsychiatry
Provisional Exam Results: Distinction
University of Birmingham, BSc Human Neuroscience: 2.1
Forest School, 4 A-Levels Grade A*-A
Religious Studies (A*), French (A*), Biology (A), Extended Project Qualification (A)
Forest School, 10 GCSEs Grade A*-B
French (A*), Religious Studies (A*), Double Award Science (AA), English Lit. (A), English Lang. (A), Drama (A), Nutrition (A), Maths (B), Higher Project Qualification (B).
TEACHING EXPERIENCE
Love Learning Tutors
Common Entrance: Maths, English, Reasoning and Science
GCSE: French, Biology, Chemistry, Physics, Religious Studies, English (Lit. and Lang.)
A-Level: French and Biology.
Mentoring: I mentored younger students while I was in sixth form, specifically, GCSE students. We worked towards their GCSEs or sixth form entrance exams.
Subjects mentored GCSE: French and Biology
SKILLS AND INTERESTS
One of my greatest assets are my interpersonal skills, I am relatable, understanding, and confident. This is highly valuable for teaching as it makes me a good communicator and an active listener. I’m also very skilled at explaining complex subjects in accessible terms. My other skills include public speaking, singing, and acting. My interests include song writing, performing arts and music production. I also like water sports, travelling and spending quality time with friends – I’m a people person! I’m also fluent in both French and English.
WORK EXPERIENCE
Clinical Placement
South London and Maudsley NHS Foundation Trust (internship)
I completed the Clinical placement at Kings College Hospital. My time showed me how to work long hours under pressure, with a good bedside manner and a positive attitude.
I have experience performing supporting psychiatric assessments on patients with various conditions (e.g. Treatment-resistant schizophrenia, Klinefelter syndrome, FND and Brain Tumours). I also have experience performing the ACE, MMSE and FAB neuropsychological and psychometric tests.
Student PSG Technician
Guy’s and St. Thomas’ NHS Foundation Trust (Internship)
In my role i would interpet (v)PSG data and score it according to sleep stage onset. I would also flag any somnipathic signs of, for example, sleep apnea and RBD. My time at the Guy’s Hospital Sleep Disorder’s Centre also taught me to how to build a hypnogram and handle patient data.
Student EEG Technician
Centre for Human Brain Health (Internship)
As part of my BSc research project, I performed EEG tests to explore the relationship between alpha brain waves and autism. My duties included explaining the study to the participant and setting up the equipment according to the 10-20 System of electrode placement. From this experience, I am confident in using EEG equipment and executing the proper protocol.
Fundraising Officer
UoB Action Against Homelessness (Internship)
I co-organised feeds and proposed different ways to raise money for homelessness in Birmingham; specifically, I tried to think of fundraisers outside the usual bake sale or raffle. For example, I organised a 'battle of the bands' night and recommended that students use Amazon's 'Smile' scheme to donate to charities like 'Let'S Feed Brum Limited', 'doorway' and 'shape'.
Mental Health Awareness Facilitator
Headucate (part-time)
In my role, I would visit local secondary schools to give assemblies on wellbeing and recognising the signs of poor mental health, with a particular focus on depression, anxiety, and bipolar disorder.
PERSONAL STATEMENT
I first became interested in tutoring when I was asked to tutor younger pupils through my school’s mentor scheme. In this time, I noticed that most students don’t underperforming because they aren’t clever, they underperform because they aren’t being taught how they learn. Moreover, I noticed that confidence and interest are pivotal to the learning process. I started to include confidence-building methods into my mentoring sessions and was thrilled to see how a student’s relationship with their subject grew. I believe that tutoring is effective because that 1-on-1 setting nourishes a student’s confidence as it provides an environment where the subject can be tailored to the child's personality thus encouraging a greater interest in the material. Tutoring addresses the three pillars of learning: confidence, interest, and personalisation. Having recently finished my second degree in brain science, I have had the privilege to literally study how we study, and this has greatly improved the way I teach. Furthermore, as a new graduate the experiences of examinations are still vivid, and I can pass on these experiences with a fresh approach whilst simultaneously being able to relate to the anxieties of the child. This ability to relate and form a bond that goes beyond the traditional teacher-to-pupil bond is an integral part of why the students I teach become successful.
Education is power. Having personally experienced an incredible education through which I have learnt to love many of the subjects that I do, particularly languages and science, I believe it is my duty to encourage others to enjoy their education as well. I understand that in most cases this "love" for a subject will not blossom quite as readily as mine did, but this is exactly why I am so motivated to tutor. Tutoring allows a child to gain the self-accomplishment that they may not have otherwise gained in a class of 20. I have nothing but respect for other people's opinions, no matter their age. I enjoy working with new people to gain a fresh point of view and tutoring lets me do just this. As I mentioned, I have only recently finished university, but I believe this may hugely benefit my tutoring and not just because it means that school is still fresh in my mind. It means that I am probably much closer in age to some of the tutees and this can allow me to form a friendship which can only serve to benefit the tutees progress and success in their work.
We always remember the good teachers. I’m an enthusiastic and charismatic teacher who can make learning stimulating and fun for students of all abilities. My learning plans are individualised to a student's own needs. I aim to nurture conviction using positive reinforcement in a supportive and trusting environment. I believe in learning as a preparation for life. It should be an integrated, holistic process, with arts, sciences and humanities coming together. I have a strong background in the sciences and I enjoy sharing my enthusiasm for them as much as I enjoy discussing photosynthesis, trigonometry, or the subjunctive mood. My students and I reflect on progress together, and as skills build in one area, they build in others too. We look at exam technique and revision skills, and we work on past papers if exams are approaching. I equip students with all the tools they need to realise their academic potential and to achieve their best.