Zayna D.
ACADEMIC QUALIFICATIONS
The TEFL Org - TEFL course
University College London (undergraduate degree):
BA Comparative Literature with Spanish - First
Fortismere Sixth Form (A-Levels):
Geography - A*
Psychology - A
English literature - A*
EPQ - A*
Fortismere School (GCSEs):
English literature - A*
English language - A*
Core science - A
Additional science - A
Further additional science - A*
Maths - A
Geography - A*
Sociology - A*
Media studies single award - A*
Media studies double award - A*
Spanish - A*
TEACHING EXPERIENCE
School Entrance: 7+, 11+, 13+
GCSE: Maths, English language, English literature, biology, chemistry, physics, geography, Spanish, sociology, media studies, religious studies, psychology
A-Level: English literature, English language, psychology, geography
SKILLS & INTERESTS
Skills: Patience, empathy, adaptability, organisation, active listening, communication, problem-solving, subject knowledge, constructive feedback, encouragement and motivation
Interests: Film, baking, nature, reading, painting, embroidery, photography
WORK EXPERIENCE
- Love Learning Tutors - Tutor
- Tutors Green - Tutor
- Liberty Tuition - Tutor
- Independent Learning Strategies - Tutor
- Ringle - Marketing Ambassador (internship)
- Ringle - Tutor
- LeadGeneratorsDigital - Freelance Writer
- Vibrant Television Productions - Social Media Coordinator (internship) - LeadGeneratorsDigital - Marketing Assistant (internship)
- Salesforce Ben - Content Editor
- Salesforce Ben - Events Content Producer
- Silver Buck - Account Executive
PERSONAL STATEMENT
When I was doing my A-levels, I started working part-time as an English and maths tutor at two different tuition centres—Explore Learning and VAKs. This was my first insight into tuition. Even though I spent my days teaching, I also learnt a lot from my students. I learnt how to explain tricky concepts in a simple way and adjust my language to suit my student’s level. I learnt how to listen to my students so that I can find out what they’re struggling with and adapt my approach so that they get the most out of our lessons. I learnt that students process information at different speeds and that patience is essential for fostering a supportive and non-judgemental learning environment. On a personal level, I learnt that I had a knack for teaching and this was a career I wanted to pursue further.
After graduating, however, I worked in PR and marketing at a digital health communications agency, then in virtual events, and finally as a content editor for a Salesforce news site. None of these roles fulfilled me and I was left feeling disillusioned with the corporate world. Throughout this period, I was still doing private tuition as a side hustle, but at the beginning of 2025, I made the decision to pursue tuition full-time, and I haven’t looked back since! I’ve been given the incredible opportunity to work for five different tuition companies, including Love Learning Tutors, and I also have ten private clients.
In my seven years of working as a tutor, I’ve come to realise that the one-size-fits-all approach to learning that’s reflected in the education system is outdated and ineffective. I’ve met students who are visual learners who benefit from colour-coded mindmaps, auditory learners who benefit from podcasts and discussions, kinaesthetic learners who benefit from hands-on experience, and everything in between. I believe that each student has individual learning needs, and assuming that every child learns in the same way at the same pace leads to disengagement and leaves students feeling disheartened about their ability in a subject.
I endeavour to help every student of mine thrive in the classroom and beyond by designing a personalised learning programme for them that’s tailored to their preferred learning style. Most of my students aren’t even aware that there are different learning styles until we have a discussion about it. It’s important to me that every student I teach leaves our lesson feeling empowered to take ownership of their learning, confident in their abilities, and clear on what they need to do to improve. Every “aha!” moment is a step towards a student achieving their goals, and I love celebrating all their wins, both big and small.
For me, being a tutor isn’t just about teaching course content, it’s also about being a mentor. Whether my student is struggling with motivation, focus, understanding, or anything else, I aim to create a space where they feel comfortable to make mistakes, ask questions, and grow as a person. There’s nothing more rewarding than seeing a student accomplish something they once thought was beyond their reach, knowing that their hard work and persistence played a part in that achievement. It’s my goal to help students overcome challenges and realise their full potential, regardless of their starting point.
I believe in a student-centred approach to tutoring where the student’s needs, interests, learning style, and goals are at the heart of the learning process. I always adapt my methods, materials, and pace to suit the student who I see as an individual rather than a box to tick or a grade to chase. I believe the student voice is central to the learning experience, and I always listen to my students’ thoughts, questions, and feedback so that I can shape our lessons in a way that supports their growth and keeps them engaged. I think it’s also important that students are encouraged to take an active role in their learning and I strive to help them become independent learners who can think critically and take ownership of their learning.
Ultimately, my goal is to foster in students a lifelong love for learning that goes beyond exams and equips them with the curiosity, resilience, and self-belief to keep growing long after our lessons end.