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"I just wanted to thank you for all your help regarding my A-levels, I really don't think I'd have gotten the results I did without you. You not only helped me understand the content of my syllabuses better but taught me how think differently about work. Whereas before I was concerned with simply memorising facts, I feel more prepared now to tackle university studies."

A Level Tuition

  • 11+

  • 13 +

  • Business Studies

  • English as a Foreign Language

  • English Language

  • English Literature

  • Geography

  • GMAT

  • History

  • Oxbridge Applications

  • Politics

  • SAT

  • Senior School Entrance

  • UKiset

  • University Applications

Academic History

KEBLE COLLEGE, UNIVERSITY OF OXFORD Master of Studies (M.St) in Creative Writing – 2013-15

– A M Heath Prize for Fiction, proxime accessit (runner-up), for novel, AMERICAN HEROINE – prize sponsored by literary agency

– Fellowships and scholarships at the Vermont Studio Center, Virginia Center for the Creative Arts, Key West Literary Seminar, Squaw Valley Community of Writers, Napa Valley Writers’ Conference, Colgate Writers’ Conference, Sarah Lawrence College Summer Seminar

GEORGETOWN UNIVERSITY LAW CENTER, WASHINGTON, DC, USA Master of Laws (LLM) in International Legal Studies and WTO Certificate recipient – 2011-12

– Georgetown Law Scholarship recipient and Fellow, Institute of International Economic Law

KING’S COLLEGE LONDON, UK Master of Laws (LLM) (UK and European Law) with Merit King’s College London Scholarship / Bursary recipient – 2008-09

COLLEGE OF LAW OF ENGLAND AND WALES, LONDON, UK Legal Practice Course (LPC), Commendation (Solicitors’ qualifying course) Qualified solicitor of England and Wales, September 2011 – present Took the full-time LPC at the College of Law concurrently with full-time LLM at King’s College London in 2008-9

BPP LAW SCHOOL, LONDON, UK Graduate Diploma in Law with Commendation

– BPP Director of GDL Programmes Scholarship (top GDL scholarship out of 1,400 students) – 2007-8


Commended by the Principal and Fellows of St Edmund Hall for winning the most scholarships and fellowships in 2004-5. Invited to dine at High Table in recognition of my academic achievements

KING’S COLLEGE LONDON, UK MA in Early Modern History with Merit Winner, Peters, Fraser and Dunlop/BBC History Magazine Young Historians’ Competition


BA in English and American Literature, magna cum laude

– Awarded the Royce Fellowship twice for academic excellence Awarded the Undergraduate Teaching and Research Fellowship

– Awarded the Donald E. Nodine Fellowship for summer research in art history in England

LOYOLA SCHOOL  1990 – 1994 High School Diploma, Graduated Valedictorian (No. 1 Ranking in Class)

– Attended Harvard Summer School – Calculus II and Creative Writing

About Me

My specialist subjects are English and History and I also teach Maths, Art History, Biology, Chemistry, Economics, Physics, Business Studies, Geography, and Politics.

Having tutored since the age of 15 (my first students were eighth graders when I was in high school!), I have extensive experience teaching young people, whether in the American or UK systems. I have lived on three continents for roughly a third of my life in each (Asia, USA, and Europe), I can bring a unique perspective to my students. I am equally at home teaching the history of the Jazz Age in America as I am demonstrating the solution to an Algebra problem or talking about language in Shakespeare. I firmly believe that to bring out a young person’s potential, a tutor must be a nurturing, dynamic, and patient mentor who encourages the student to blossom. A sense of humour and unflappability is key. I have encountered so many different kinds of students that nothing fazes me; every experience I have in teaching is to be treasured, as I learn from my students as much as they learn from me.

I am passionate about teaching. Encouraging excellence in my students rests on a few key principles: (1) instilling in them a “can-do” attitude; (2) praising their progress and letting them know it is okay to make mistakes; and (3) setting them a series of manageable tasks to boost their confidence.

When teaching students I encourage them to ask questions – loads of them. Inquisitive students are a delight to teach because this means that the student is thinking and processing the information. I am very much looking forward to utilizing my skills and experience to create a nurturing and stimulating environment in which the student can learn and grow to his or her full potential.

Recent tuition

Please find a snapshot of my tuition experience below:

2009 – 2010: King’s College London, Fellow, School of Law – taught law students in advocacy and mooting skills, both in group settings and one-to-one tuition. Coach of the winning King’s College team of the Willem C. Vis International Commercial Arbitration Moot, where they won first place out of 253 universities from 62 countries.

2004 – present: Tutoring. I have extensive experience tutoring English and Maths at 7+, 8+, 11+ and 13+ as well as GCSE, A-level, and IB English, Maths, Business, Economics, Geography, History, Psychology, and Biology. I have taught many students preparing for entrance exams for 7+/8+/11+/13+ and have done tuition in English, Maths and Reasoning, as well as extensive UKiset preparation. I also have 11 years’ tutoring experience at GCSE, A-level, and Pre-U English, Maths, Business, Economics, History, Politics, Biology, and Art History. I have also tutored at degree level – Business, Law, and English Literature. I have experience tutoring students with dyslexia and so am sensitive to their needs.

In addition, I tutor for the SAT, ACT, PSAT, ISEE, SSAT, GMAT and GRE (American entrance exams). I am particularly sensitive to the needs of non-native English speakers. I can advise specifically on US universities and prepare students for the college application process. I am familiar with the requirements of and have taught students in the New SAT, which went “live” in March 2016 – this is the biggest revision of the SAT exam in the last 20 years.

I also have real-world experience of business, finance, and law – notably working in Mergers and Acquisitions at Deutsche Bank, Equities IT at UBS, and International Economic Law / WTO Law / Arbitration at Baker & McKenzie and at Georgetown University – that I can bring during my lessons with the students, particularly at IB, A-level, and undergraduate level.

Below are some case studies of the students I have tutored:

Primary Maths and English

I tutored a 5 year-old girl at the International Community School (ICS). She was a quick learner and an avid reader, but she needed extra help to boost her grades. I taught her for two academic years (so until she was 7 years old) and she has consistently improved in her reading and writing.

8+ exams in English and Maths

This 7 year old student was a bright boy but not very motivated initially. In the Maths particularly, he was afraid of getting things wrong so he would freeze up on the questions and not answer them properly. However, I explained to him that if he showed his workings he would still get partial credit, so it was worth it to try even if the final answer wasn’t correct. Buoyed by this reassurance he started answering more questions and gained confidence, up to the point in which he no longer was afraid of the questions and felt he could do them and get them right.

10+ exams in English, Maths, Verbal and Non-Verbal Reasoning

This 9 year old boy was struggling with Maths and NV particularly. In his English he understood the comprehension (passages) but constantly ran out of time in the writing. His aim was to get into schools such as Whitgift, City of London Boys, and others of similar academic standing, so it was very important to score high on the tests. Through intensive tutoring and timed drills he gained confidence and answered questions within the required time.

ISEE and SSAT, all sections

This was a residential job lasting the whole summer in Tuscany, and was quite intense, with tuition between 4-5 hours per day. This 13 year old girl was academically gifted and was aiming for the top US boarding schools, including Phillips Andover, Exeter, Deerfield, Milton Academy and others. She was offered places at Deerfield and Milton Academy, two of her top choices.

13+ for Harrow scholarship exam

The student needed help in History, Biology, and Geography. Specifically, he enjoyed History but had difficulties whenever he was asked to interpret historical documents in the papers or write an essay that required him to assess a period in history. Through intense, focused sessions in which we looked at questions by theme (i.e. war, dictatorship, key economic and political events), he was able to write answers both quickly and efficiently, with good subject and content knowledge.

13+ for Eton King’s scholarship exam

The English and General papers proved the most challenging for the student, particularly because the General paper had open-ended essay questions and problem-solving tasks that required “out of the box” thinking, and we systematically worked through each practice paper (several years’ worth) in order to hone his exam technique.

Intensive TSA prep for Oxford PPE

This 17 year old student needed a lot of help with the multiple-choice questions, since he was struggling to understand the logic behind the different question types. He also tended to rush with any of the questions needing Maths – he was good at the subject but sometimes got careless and didn’t read the question properly. Therefore, I reviewed the questions with him systematically, deconstructing each question type and formulating the best approaches to answering each, balancing speed and accuracy, resulting in him getting an interview for Oxford and subsequently getting in.

TSA Cambridge

This 17 year old student had done one past paper and after scoring low on it, decided to get tuition from me. She generally took a lot of time deliberating on the test and although she answered many of the questions that she did get to correctly, she was unable to finish the paper – her main issue was spending too much time on each question. I taught her the importance of time management and exam technique – and the ability to read quickly while taking away the key points – all of which boosted her score considerably.

ACT tuition

I worked with this 17 year old student for over a year. At the beginning he didn’t know anything about the ACT apart from one test he’d taken which he hadn’t prepared for, in which he scored a 25. When we started tuition he told me his aim was to dramatically improve his score so that he would be a good candidate for Ivy League and other top universities such as Stanford. Over that time I tutored him in all sections (English, Maths, Science, Reading), implementing strategies for improvement and gradually becoming strict on timing as he progressed and learned the material. In the end, after rigorous preparation and guidance, he received a 36 – a perfect score! – on the ACT, which very few people ever achieve.

I also prepared him for SAT II tuition – in English, Biology and Maths Level II – and he achieved 700+ scores in each of these tests, making him an excellent candidate for Ivy League universities.

SAT I and SAT II tuition

This student needed particular help in Maths, since this was his weak point. I tutored him in exam techniques, eliminating answers (Process of Elimination) and how to go about the test efficiently. We went through the whole Maths syllabus from Algebra to Geometry to Probability, and he scored a 1500 overall (English/Math sections).

GCSE (History, English, Biology, Chemistry, Physics, Maths, and PE)

I taught a 16 year old boy these seven subjects, as well as exam technique for the 16+ exams (including Wellington, Sevenoaks, Dulwich, Oundle, Radley, and Westminster). Before that I taught him UKiset also. Over six months of intensely concentrated study, he transformed from a boy with predicted Bs and Cs to improving dramatically in his grades, with the majority As. Lacking confidence in his abilities in the beginning, as we tackled each subject in turn and I taught him study skills and prioritising as well as the actual subject knowledge, he became a confident, mature student who then went on to get accepted at Oundle, Dulwich and Wellington – a major achievement for a boy whose school in Italy didn’t even know very much about preparing students for 16+ exams or UKiset!

SAT (all sections)

This student had only commenced test prep in the September (i.e. just three months) before his US university applications were due. He was lacking in confidence because he felt he had left the SAT test preparation way too late. In a diagnostic test, both his English and Math scores were not very good. Therefore, it was necessary for me to encourage him during our intensive tuition while remaining extremely focused on the end result – he had to increase his score dramatically (over 150-180 points per section) in just over three months. He improved massively over three exam takes in as many months. In the end he got into his top choice university, NYU, and was ecstatic.

A-level Geography

This 17 year old boy was at a demanding boarding school and had so many academic commitments that he struggled to juggle them all. As a result, when he commenced tuition he had fallen behind in Geography. He had already been accepted to two top universities in America so his motivation to excel was somewhat lacking in the beginning – the pressure, he felt, was off. However, during our tuition sessions I emphasised that he needed to do well and ace the test, as the universities would see his scores. We went through the entire syllabus and discussed the case studies, as these are an integral part of the Geography exam. He diligently wrote these on index cards and in note form on his computer, which helped immensely come exam time. He received an A* and is now at an Ivy league university in the USA.

A-level Art History

This student was talented with a gift for drawing and painting. She needed help in Art History since although she loved 20th-century art, she also needed to know about the other movements and periods in the units (e.g. 19th-century art, architecture, etc.) and to write clear and coherent essays. Through several months of tutoring and doing many mock papers, she developed her writing and analytical skills. She was offered a place at one of the top visual art schools in the UK and and received an A* in Art History.

A-level Business Studies

This student was a gifted student in music and needed help in exam technique for Business and generally getting motivated. Initially he was very quiet and reserved, but during the lessons I engaged him in conversation in key topics from operations to finance to HR and management. He learned how to relate his lessons to real-world practice – i.e. how businesses operate and how it affects consumers, suppliers, and other stakeholders. As a result he began to enjoy studying and this in turn improved his exam technique, since he was able to focus more on key topics and work efficiently to raise his grade.

IB English Literature, Higher Level (HL)

I tutored this 17 old student over the whole summer, with three to four hour sessions on most days. We revised a big chunk of the IB curriculum, as she needed to improve her grades significantly for her 2nd year of IB, and her teacher said that she had to do summer revision to achieve this. We went over the core texts she studied, such as To Kill a Mockingbird, which was for an essay she was doing for her Internal Assessment. She went on to score top marks in her IB exams. She got into NYU, which she dreamed of attending, and is very happy there.

IB Maths

I tutored a 17 year old boy in advance of the end of his first year of IB, when he would take mock exams. He had a mix of face-to-face and Skype sessions, and we went through topics such as Algebra and Functions, Trigonometry, Calculus (differentiation and integration – many of the topics covered in the C3 / C4 modules at A-level), plus Probability and Statistics.

IB Theory of Knowledge (TOK)

This 17 year old student was doing well in his other IB subjects but struggled to make sense of the TOK requirements in his essay. TOK fundamentally tests “how do we know that” and explores various methods of enquiry over different disciplines, so it is understandable that many students find this abstract way of thinking quite challenging, as he did. I worked with him on his essay and explored the knowledge questions, breaking down the concepts so that he understood them in manageable chunks.

IB Psychology

I tutored a student in his first year of IB. He was engaged with the material, but had trouble remembering the key terms and research studies. Together we broke down the material into a manageable size, i.e. smaller tasks of understanding the research studies and terminology and how to synthesise these into essay format.

IB Geography and IB TOK

I taught this student, a native Russian speaker, in these two modules. Because English was not his first language, writing the TOK essay was particularly challenging. I looked at his argument plan and the drafts of his essay and commented, then he implemented the changes and eventually got a B grade – a major accomplishment, considering that initially he was struggling considerably and his writing was at C/D level.

IB Business and IB Economics

This student enjoyed business and economics, but had time management issues and insufficient analysis in his answers. Often he would rush to finish, sometimes misreading the questions. He also had difficulties when tested on the terminologies used in both subjects. Over our period of tuition together I taught him proper exam technique, time management skills, and real-world examples from my own experience (Mergers and Acquisitions at an investment bank, and International Economic Law/WTO law at a major law firm) to add to the examples discussed in the textbooks.

American History (US high school curriculum)

This student at an international school in London, and was having difficulties organising the notes and structure of her essay on post US Civil War legacies. She lacked organisational skills and admitted that she sometimes had trouble concentrating in class and as a result she lost valuable time in essay and exam preparation. Together we sat down and talked through the material point by point, which led to her becoming more conscious of what her thesis statement was, as well as the subsequent revisions to the essay in its various iterations. She then became more confident of the subject and did well in her essay and exams.

Personal Statement for Classics, UCL

This student had a keen interest in Latin and Greek, both in languages and history, and wanted to study Classics at UCL. I helped him with his personal statement as he wasn’t sure how to articulate and formulate his interest in the subject and why he wanted to study it. Through focused sessions we came up with a good structure that would highlight his motivation and previous experience (such as reading, travelling to Rome and Greece, and studying the languages at an advanced level).


This student was motivated, but she struggled with the Verbal section – the Reading Comprehension, Sentence Correction, and Critical Reasoning, and the Quantitative section. English was not her first language and so she took a lot of time on the reading and so tended to lose points due to being unable to get to all the passages (as well as the sentence corrections and critical reasoning questions). I taught her how to read the passages and questions more efficiently so that she could answer the questions faster without sacrificing accuracy. In the Quantitative Section she also was losing points due to hesitation and so we reviewed the key Maths concepts in the test and how to apply them to the problems. As a result of this focused tuition, she got into Cass Business School, London Business School, and MIT (Sloan Business School), among others.

Business School Application

I tutored a 26 year old student aiming for business schools in the US and UK. Many or most B-schools are now accepting GRE, and for more humanities-based students, this is a good alternative to the GMAT. This student did History at undergrad and so felt he was good in English, but still needed to improve his exam technique, as he was losing time on the Reading Comprehension and struggled with the word definitions for the Text Completion and Sentence Equivalence. With focused tuition particularly in getting his vocabulary up to speed, applying exam technique to improve speed and accuracy, he got over 90th percentile in the Verbal Reasoning and Maths. With Maths we concentrated on Quantitative Comparison as he struggled with how to answer these questions. He was also quite weak in Geometry, having not studied it since before university, but again with focused tuition he improved dramatically.

Application to MFA in Creative Writing programmes in the US

I tutored a 28 year old student who needed to boost her score to a 165+ on the Verbal as the programmes she was applying for are incredibly competitive. (Creative Writing programmes have a 2 to 3% acceptance rate; by comparison, even the top law schools like Harvard have a 10-15% acceptance rate). In the end she scored 166 (97th percentile) and analytical writing of 5.0. She got into Columbia, Michigan, and Johns Hopkins (top schools for creative writing).

Hobbies and Interests

I have a wide range of interests that I would enjoy sharing with my students. Most recently I was a lawyer in an international law firm, and before that a historian.

My passions include theatre and music, particularly musical theatre, jazz, ballet and classic Hollywood film. I am a writer and recently finished a novel set in the 1950s/60s, which brings together my interests in history and literature. I was Writer-in-Residence at the Wertheim Study, New York Public Library, Fellow at the Virginia Center for the Creative Arts, and an alumna of the Bread Loaf Writers’ Conference in Vermont, the oldest and most prestigious writers’ conference in America. I have been shortlisted for the Asham Award (short story prize) and longlisted for the Historical Novel Society Conference Short Story Prize. I keep fit through sports and dance. I enjoy ballet and theatre dance and have taken classes at the Broadway Dance Center in New York and the Dance Attic Studio in London.

Client Testimonials

“I just wanted to thank you for all your help regarding my A-levels, I really don’t think I’d have gotten the results I did without you. You not only helped me understand the content of my syllabuses better but taught me how think differently about work. Whereas before I was concerned with simply memorising facts, I feel more prepared now to tackle university studies.”

18 year old student, after getting into her first choice university

“I wanted to let you know that on Monday I was admitted into NYU! I would like to thank you immensely for all the help and time you have given me, both with my SATs and my application essays.”

17 year old student, after getting into his top choice university

“I’m really grateful to you for this effort and help in achieving this target. Your help is highly appreciated. We will ask your help again if needed.”

Mother of 13+ student, who got into his first choice school





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