“Selina tutored my son throughout his sophomore year. He had joined a school with a British curriculum in that year and had to pass his IGSCEs for years 10 and 11 - without taking the courses for year 10. There was a lot of subject matter to cover. To add to the challenge, he is a bright kid but difficult to keep on task. Selina worked with him several hours each week maintaining a calm and friendly demeanour. She kept him focused on the work yet related to him on a personal level. She is very intelligent, motivated, motivating, hardworking, dedicated, friendly and kind. I could not recommend her more highly.”
Mrs Daniels, IGSCE Tuition
Senior School Entrance
2017-Present, Institute of Education, London: MA Philosophy of Education
2013-2017, Cambridge University, Cambridge: BA Education Studies with French (1st).
2011-2013, North London Collegiate School, London: IB (42/45).
I graduated in 2017 with First Class Honours in Education Studies alongside French Language & Literature from Cambridge University. I’m currently doing a Master’s degree in Philosophy of Education at UCL, and have extensively studied and read about the diverse ways in which people learn! I’ve been working as a tutor since 2013, my subject specialisms are English and French.
I have tutored students from a very young age (5-6) as an au-pair while I lived in France, and up to university level.
In the Philosophy of Education, I focus on how students can learn to be critical, creative, and original thinkers. I love to read anything that explores what it means to be human; cultures, relations between people, and societal phenomenon. My strength as a tutor is teaching the skills of analysis, of thinking critically and creatively, in a way that IB examiners and universities are looking for. My aim as a tutor is always to inspire a love for lifelong learning, as I wholeheartedly believe that this is the key to committing to a subject and finding the motivation to excel.
Thanks to my degree in educational philosophy and my extensive involvement with a Youth Empowerment organisation where I have been an educational facilitator, as well as my many years of tutoring, I believe that the secret to helping a student improve is in being a ‘bridge’ between the subject requirements and the learner’s current position. I always begin my work with a student by trying to understand where they are at and what they are struggling with, and by looking into the specific requirements of the subject field. I structure my lessons by modelling example ways of thinking and handling a subject, and by working from past exam questions, as it is essential to always keep the ‘language’ of the exam in mind. I thrived in school because I started revising early and because I continuously worked from past exam questions.
I have a wealth of tutoring experience building up over 150 hours since 2013. I provide support for students at middle-school level through to University level.
Year 8 French
Jo was struggling to keep up with her French class, and so we started working together, meeting weekly for a year. We prioritised keeping on top of her homework, and when I noticed that she would get stuck on a particular topic I would make a note of it and prepare a lesson extensively concentrating on this ‘sticky-area’. Eventually Jo mastered all her weak points and she developed a deep sense of motivation and enjoyment for studying French
Michelle needed help improving her French level for her exams at the end of the year, as she had recently changed schools and was finding it difficult to keep up. We worked together for three months, for two hours a week, mainly focusing on grammar and vocabulary building. We developed a flashcard bank of vocabulary that we added to every week as we encountered new words; this has proven to be a very successful technique for my students in their foreign-language reading, writing, and listening exams. I tested Michelle every week at the beginning of our sessions, as a lot of language acquisition comes down to meticulous recap and practice. I would speak to her in French as much as I could in order to train her ear and encourage her to step out of her shyness. Michelle’s French improved dramatically and I was deeply impressed by how confident and rich her expression and understanding of the language had become by the end of the three months. I was also so pleased to see how she began to thoroughly enjoy practicing her French and decided to go on a student-exchange to the south of France in order to truly immerse herself in the language!
IGCSE History, English, French & Organisational Skills (SEN – ADHD)
I worked with Liam for one year to help with his homework in English, History, and French. Liam had ADHD which was a particularly unique challenge for me to work with, he was very uninterested in these subjects and unable to concentrate on his homework as a result. As I got to know him and his concentration patterns, I understood that he responded well to a multi-modal approach to learning (videos, text, listening, discussions, writing). I helped him write essays and complete his coursework for English Language & Literature, and we completed the History IGCSE syllabus together (20th Century USA, Hitler’s Germany, WWI & WW2, Peacekeeping: UN). Once a week we would also do some French practice, mainly focusing on vocabulary building through covering different themes and topics weekly and working our way through reading a French book together. Fundamentally, every week I would help him organise his time and structure his days so that he could commit and make time for homework. At the end of the year, Liam passed his IGCSE exams (his parents and Liam himself were very doubtful that he would be able to do this because of his inability to concentrate), and he ended up choosing the subjects I tutored him in for his A-Levels! His parents continue to stress how important I was for his success and his personal development for that year that I worked with him.
IB English (SL)
Chloe and I worked together for one year in her final year of high-school, we had online sessions over Skype. We worked on her English IB coursework and prepared for her IOC (oral commentary) in the autumn, and then towards the summer we started rigorously preparing for her exams. Together we studied A Streetcar Named Desire by Tennessee Williams, A Doll’s House by Henrik Ibsen, Grace Nichol’s postcolonial Poetry, and Shakespeare’s Hamlet. We prepared lengthy revision documents with quotes, themes, analyses, and completed over ten past papers together. Chloe got the excellent grade of 6 in her English IB and is off to study at UC Berkeley this autumn!
IB SL English (SL)
I helped Alexander with his English IB essay-writing skills as he struggled with structuring his ideas and expressing himself eloquently. We worked on his IB texts of The Reader by Bernhard Schlink, Hedda Gabler by Henrik Ibsen, and The Great Gatsby by F. Scott Fitzgerald. I set him a lot of homework and in our sessions we would go over and correct his essays together so that he could start understanding how an examiner would read his work. His essays had improved so much after a couple of months of working together that he decided he no longer needed my help, which is ultimately the goal of any teacher or tutor!
IB English (HL)
Mariavita and I worked together for a couple of months on her IB English coursework and IOC (oral commentary). I helped her structure her ideas and her presentation for the IOC, as there is a format that worked very well for myself when I sat the exam, and indeed it worked for her and my other IB English students to date as well. She was studying English Language and Literature at the Higher Level, and therefore working with her was a pleasure for me as we had advanced analytical discussions about challenging texts. I taught her advanced skills on poetry and prose analysis to prepare for her Unseen Paper. She got very satisfyingly high grades in her IB exams at school as a result of working together!
Hobbies and Interests
Reading, History, Learning Languages, Art & Scrapbooking, Set Design for Theatre.
“Selina tutored my son throughout his sophomore year (2015-2016). He had joined a school with a British curriculum in that year and had to pass his IGSCEs for years 10 and 11 – without taking the courses for year 10. There was a lot of subject matter to cover. To add to the challenge, he is a bright kid but difficult to keep on task. Selina worked with him several hours each week maintaining a calm and friendly demeanour. She kept him focused on the work yet related to him on a personal level. She is very intelligent, motivated, motivating, hardworking, dedicated, friendly and kind. I could not recommend her more highly.”
Mrs Daniels (Parent)