Vicky Z.

ACADEMIC QUALIFICATIONS

University College London, London, UK (Sep 2023 -Present)
BSc Physics (85.62/100, Expected 1:1)

Shanghai New Channel School, Shanghai, China (Sep 2021 – Jun 2023)
A-Levels: A*A*AA in Mathematics, Further Mathematics, Physics and Chemistry

TEACHING EXPERIENCE

Love Learning Tutors
GCSE/IGCSE, A-levels, IB, Common Entrance, Mathematics, Physics, Mandarin

The People’s Classroom: GCSE Maths Tutor Lead

• Communications: Delivered Mathes lessons and managed all communications with the team of tutors within the cohort. 

• Admin: Tracked and managed the allocation of resources for each session.

• Team management: Recorded and reported on any Tutor Code of Conduct.

SKILLS & INTERESTS

• Languages: Fluent in English, Mandarin, French(A2)

• Technical Skills: Proficient in Microsoft Office, and Python

• Interests: Dance (Hip-hop, Contemporary, Choreography, Commercial), Music (Ten years of choir experience, with a love for musicals and classical concerts), Hiking, Badminton, Travel, History (Enthusiastic about visiting exhibitions, galleries, and museums) and Cooking (Chinese dishes)

WORK EXPERIENCES

UCL Transition Mentor Programme
2024-2025: Transition Mentor
Delivered 8 hours of in-person mentoring sessions with a group of 13 first-year mentees and responded to questions from mentees.

PERSONAL STATEMENT

I first discovered my passion for tutoring after attending the UCL Volunteering Fair, where I sought opportunities to connect with this city and its people. Tutoring stood out as a natural choice, given my familiarity with the role of a student. I joined the People's Classroom and began teaching GCSE Mathematics. To my delight, I found the experience deeply fulfilling—students were highly engaged, and I enjoyed witnessing their growth in understanding and confidence. I also gained a sense of achievement when two of them expressed heartfelt gratitude to me at the end of the course, affirming the positive impact I had on their learning journey. Reflecting on the mistakes students made, I saw echoes of my own struggles in secondary school. I don’t make those mistakes any more. But it reflected the problems currently unsolved in my courses, which I have suffered so much. It reminded me that success often comes not from innate talent but from perseverance and time. This insight fuels my commitment to fostering a growth mindset in my students, bringing the belief that our abilities can be improved with effort and time. This will help them to see challenges as opportunities for development. I believe this perspective not only enhances their academic pursuits but also benefits them in preparing for life. 

Having experienced two distinct education systems, with A-levels and the Chinese College Entrance Examination, I bring a unique blend of knowledge and methodologies to my teaching.  I am equipped with sufficient knowledge of the concepts, derivations and different methods used in subjects like Mathematics and Physics as well as a well-rounded understanding and appreciation of the Chinese poets and literature, supporting me to teach Mandarin. From the dual experiences I had, I am able to transfer the knowledge, and the way of explanation tailored to students’ needs. Whether working with high-achievers or those facing difficulties, I craft personalised learning plans to address their specific goals. My students and I engage in regular reflections on our academic progress. During these sessions, we emphasize effective exam techniques and various revision strategies to enhance their understanding and retention of the material. As we approach exam periods, we dedicate time to practising past papers, which allows students to familiarize themselves with the exam format and identify areas for improvement. This collaborative approach not only builds their confidence but also encourages a deeper understanding of the content we have covered throughout the course.

Through personalized one-on-one tutoring, students receive tailored instruction that addresses their specific needs and learning styles, leading to a more effective and successful educational experience. This individualized attention not only helps clarify complex concepts but also fosters a deeper, more meaningful bond between the tutor and the tutee. I believe that learning is an integral part of life, and it should be engaging and dynamic, just like life itself. It should be infused with love and passion. Through my tutoring journey, I’ve come to appreciate how education can spark a genuine love for learning in students, transforming it from a requirement into a passion. Therefore, I strive to be not just an instructor but a supportive guide, always ready to listen, adapt, and motivate. My dedication lies in being as helpful as possible and creating a nurturing environment where students feel understood and empowered. By building this supportive relationship, I believe I can help them gain the confidence to embrace learning with excitement and carry this passion forward into their future endeavours.