Tutor profiles

Rufus

Rufus has tutoring experience ranging from the 11+ up to IB level. His teaching style focuses on making learning as fun as possible, by building strong relationships with his pupils.

I teach: 
11+ English, 11+ Maths, GCSE English, GCSE French, IB French
I also teach: 
English, French, Maths, Modern Languages, Oxbridge Preparation, Science (Up to 13+)
Education: 
French and Russian, II.i
University: 
University of Oxford
Assessment: 
This tutor has been sourced and assessed by Keystone Tutors.
Experience: 

- 13+ Common Entrance (English, French, Science, Maths, History, Latin, Geography)
- GCSE French (AQA)
- GCSE Russian (Edexcel)
- GCSE Mathematics (Edexcel)
- iGCSE English Language (CIE)
- iGCSE English Literature (CIE)
- GCSE English Literature (AQA)
- iGCSE French (CIE)
- IB French
- IB English

8+

English and Maths to a boy at the Concordian International School, Bangkok. He will soon be applying to Summer Fields and Cothill.

English to a Russian boy at school in St Petersburg. He gained entrance to Summer Fields.

11+

English and Maths to a girl at The Dragon School. Student was extremely shy before we started having lessons and was highly confident by the time we finished. She was successful in gaining entrance to Oxford High School.

13+

English, Maths, French, History to a student of The Dragon School. He received top grades in all four of these subjects and successfully gained entrance into St. Edward’s, Oxford.

English, Maths, Latin and French to a student of The Dragon School. He also gained top grades in the subjects in which I tutored him, gaining entrance to Eton College.

English to a student of Fulham Prep School. Despite being in Year 7, after our sessions he has a firm grasp of the Year 8 syllabus already. He is on course for extremely good results.

French, English, Latin, Maths and History to a student of Ludgrove School. His teachers predicted that he would struggle to get the grades he needed for entrance to Radley College. I was employed as an emergency measure to help him, and ended up doing over 25 hours of lessons. The student and his parents were delighted when he was successful in getting in to Radley, his first-choice school.

GCSE

French and English Literature to a student of Radley College. The student gained an A* in French and an A in English Literature, after having been predicted a B grade in both.

A Level

French to a student of St. Edward’s, Oxford. He was predicted a B by his teachers and went on to achieve an A after our sessions, which meant that he met his offer from St. Andrews University.

French and Russian to a student of Bedales. She has not yet sat her A Levels.

Oxbridge

MLAT tuition to a student of Bedales. She will be notified of her results in January 2018.

Biography: 

I graduated from Oxford this Summer, taking a high II.i in Modern Languages. Prior to that, I was educated at Eton College, where I was an academic scholar. I was awarded 9 A* at GCSE and 3 A* at A level (French, Russian, English Literature).

I graduated from Oxford this Summer, taking a high II.i in Modern Languages. Prior to that, I was educated at Eton College, where I was an academic scholar. I was awarded 9 A* at GCSE and 3 A* at A level (French, Russian, English Literature).

Personal Approach: 

I have really enjoyed working with children as a tutor in the last few years. There is nothing more satisfying than helping a child who you can see has talent discover his or her own potential.

I have really enjoyed working with children as a tutor in the last few years. There is nothing more satisfying than helping a child who you can see has talent discover his or her own potential. My personal approach to tutoring has been to emphasise the fact that learning can be, and indeed should be, enjoyable for the student. Working as a 'study buddy' for OEP, I developed relationships that were less formal than a 'teacher-student' one but more formal than 'friendships' with younger students (5-12 years old). Such a rapport with one's students is almost always, in my experience, highly productive.

In my experience, the most productive lessons are those in which you manage to keep the child concentrated on and interested in the task at hand. All the lessons I give encourage activity on the student's part, with the express intent of circumventing a situation where the student is just passively listening to a tutor talk. Methods to encourage this range from physical movement (i.e moving places around a table - a physical manifestation of the lesson's temporal progression) to simple memory games.

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What I do when not tutoring: 

Outside of academia, I am a keen sportsman and was in school rugby, football and cricket teams. I'm currently training for my first 100km cycling sportive.

Outside of academia, I am a keen sportsman and was in school rugby, football and cricket teams. I'm currently training for my first 100km cycling sportive. In fact, I'm equally happy playing my guitar as being in the saddle, having spent a large amount of my time at boarding school playing in jazz bands as a music exhibitioner.

I'm now effectively on a 'year-out' between degrees, as I plan to start the GDL in October 2018. My long-term aim is to work as a barrister specialising in employment and personal injury law. I am currently volunteering at the Citizens' Advice Bureau and the Personal Support Unit, gaining valuable experience in the world of employment, family and housing law. I will begin studying the GDL in October 2018 in London, and the BPTC in October 2019, also in London. I can therefore commit at least 3 years to tutoring while studying for these degrees.

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