Yuness

Tutoring Experience

Over the past three years, I've worked as an online tutor for multiple platforms, I've had the pleasure of working with over 100 students from around the world. It's been incredibly rewarding to share my passion and see diverse perspectives come together in the learning process. As I stand on the precipice of an exciting new chapter, I'm thrilled to have just started a PGCE in Computer Science and Maths.

One of my most rewarding experiences was at the Oxford Summer School, where I had the privilege to direct a course. Engaging with students from 42 different countries, each with unique backgrounds and perspectives, was both a challenge and a delight. Especially noteworthy was my role as a specialized instructor for the Misk Foundation scholars, an experience that enriched my cultural sensitivity and adaptive teaching methodologies.

In addition, my tenure at a local secondary school provided me with a unique vantage point. There, I dedicated an entire year to teaching subjects such as Computer Science and Maths at GCSE, IGCSE, A Level, or the International Baccalaureate levels, accumulating over 1,000 hours of hands-on tutoring. This practical experience, combined with my consistent use of technology, has solidified my belief that the right tools and approach can make any subject come alive, even for the most apprehensive learners.

Tutoring Approach

My primary mission in teaching is to bridge the gap between abstract concepts and their tangible applications in the world around us. I fervently believe that when students comprehend the real-world significance of the information they're absorbing, their motivation to learn and curiosity naturally escalate.

Being a visual learner has shaped my approach significantly. This personal learning style has granted me the ability to see topics from a unique angle, and it's taught me the immense value of visual aids and creative techniques in elucidating complex subjects. I often find myself utilizing diagrams, real-life examples, and interactive scenarios, all designed to shed light on the intricacies of a topic.

But more than just understanding, I want my students to see the utility and excitement in what they study. I always ask: "How does this knowledge fit into the bigger picture? How can it be used to solve problems, innovate, or simply enrich one's personal and professional life?" By answering these questions, I aim to add a layer of meaning to the learning process.

In essence, my teaching philosophy revolves around the idea that when students see the 'why' behind the 'what', it not only enhances retention but also fosters a genuine passion for learning. Because in the end, it's not just about absorbing information, but understanding how that information can be a transformative tool in one's hands.