Shaun M

ACADEMIC QUALIFICATIONS

Sir Robert Woodard Academy, GCSE – 5 A*s and 4 As.

Sir Robert Woodard Academy, A Level – AAA in English Literature, Religious Studies, and History.

University of Oxford, BA (hons) History of Art – First-Class Honours.

TEACHING EXPERIENCE

Love Learning Tutors:

Common Entrance: 11+ (English & Maths), 13+ (English, Maths, History & RS).

GCSE: English Literature, English Language, History, History of Art, Religious Studies.

A-Level: English Literature, Religious Studies, History.

University: Personal Statements, Interview Preparation, Oxbridge preparation.

Privately tutor GCSE English, Maths, and History for MyTutor in both one-to-one and group sessions.

Before that worked as an Operations Team Leader at the Oxford International Study Abroad Programme, where I chaperoned Chinese students visiting the university and coached them for Oxbridge applications.

SKILLS AND INTERESTS

I have a love for arts & culture that has fuelled my passion for art history and the like. I specialised in early modern art and modern art, and can often be found in the National Gallery or Tate Modern. I also enjoy travelling, and whenever I visit a new country, I always head straight for the museums and churches. Throughout university, I played polo and mixed lacrosse to a hobby level, and participated in many societies, including the Oxford Law Society as Secretary. I also volunteered locally with the Order of Malta. I enjoy hiking, and before starting my studies I completed the month-long Camino de Santiago in Northern Spain.

WORK EXPERIENCE

Present | Brand Representative at Abercrombie & Fitch

Tutor at MyTutor

Intern at Afrecycle (management consultancy)

Intern at AFRY Dubai (management consultancy)

Secretary at Oxford Law Society (events management)

Work Placement at Bodleian Libraries (archival research)

PERSONAL STATEMENT

Over the course of my education, I have joined and left many schools due to various circumstances, having entered and exited the state and private school systems. What I have learnt, above all, is how central to one’s education it is to love one’s subject, and this is often down to the person who teaches it. My entry into and success at Oxford is undoubtedly owed to the great teachers and tutors who instilled a curiosity and love for the humanities and maths in me. This passion for learning and education, which I still practice, is something I have inherited in my own tutoring. When I teach a student, I like to find myself equally engaged and fascinated by our material, whether it be simple algebra or a complex analysis of literature. My tutoring style can best be described as rigorous and engaging – for me as a teacher as well as for my student. I think what marks me out as a tutor is an acute perception of a student’s progress and their ability to grasp the material. While my teaching is undoubtedly exam-oriented (as this is the milestone we will be working towards), and my techniques designed to play according to the mark scheme, I want the learning to remain fun and enjoyable for the both of us. The student’s progress will be both informally and formally assessed throughout the journey; we will work through questions together, during which I can gauge their confidence and competency, and only very rarely I will employ a full past paper to assess their current grade. As a recent student myself, I found the ‘exam game’ often frustrating and challenging, therefore strongly believe great performance in an exam follows a great foundation and enthusiasm for one’s learning. This rings particularly true for the recent GCSE/A-Level exam syllabi, as well as the reasoning components of the Common Entrance, which call for a level of critical thinking which cannot be easily ‘taught’, but rather cultivated and learned. In my experience, such an approach leads to the best performance in all students and makes learning a more enjoyable activity, particularly important for when a student is resistant to any sort of learning outside of school hours. This strategy is also particularly suited for neurodiverse students, the goal to simply enjoy oneself learning rather than trying to achieve a specific grade. My teaching style relates to my wider understanding of the role of a tutor: professional, friendly, but above all learned and marked by an enthusiasm for education. While not all students will imagine themselves going to Ivy Leagues or Oxbridge, I intend to inspire a curiosity and aptitude for learning that will equip your child with a lifelong confidence in themselves. In a supportive and reassuring environment, I hope to not only nurture your child’s skills, but take a part in helping them piece together and realise a vision of themselves as intelligent and critical individuals with the potential to achieve a lot.

Previous
Previous

Tomokazu A

Next
Next

Gabrielle J