Sebastian

Tutoring Experience

I am a Politics, Philosophy, and Economics (PPE) student at the University of Oxford with extensive experience supporting students through the university admissions process, particularly for PPE and related fields. I have developed and led TSA workshops for Year 11 and 12 students, offering mock interviews and detailed feedback to sharpen their critical thinking and problem-solving skills. In addition to TSA tutoring, I have significant experience editing personal statements, helping students clearly communicate their academic strengths and ambitions. My approach to admissions combines exam preparation, analytical techniques, and personalized support, ensuring students are well-prepared to succeed in PPE admissions and other competitive applications.

In addition to my work with university admissions, I have three years of tutoring experience across various subjects, including A-Level Mathematics, Further Mathematics, and Economics. I have worked with students on a long-term basis to prepare for exams, creating comprehensive revision notes and tailored presentations that have led to noticeable improvements in their performance. I also volunteered as a GCSE Maths tutor, guiding students through past papers and personalized lesson plans to address specific weaknesses and build confidence in their abilities.

Tutoring Approach

I always begin with a consultation in the first lesson to work through questions and understand the student’s thought process. I believe that how students think is as important as finding the correct answer, so I take the time to explain why an answer is correct and help them adapt their thinking style. I prepare tailored presentations and exercises to match each student’s learning needs, ensuring that the material resonates with them. I emphasize interaction throughout the session, frequently checking in to confirm that the student understands what we’ve covered and encouraging them to communicate their thoughts clearly.

Homework is an essential part of my process to track progress. By monitoring accuracy rates and improvements over time, I can gauge the student’s learning and adjust accordingly. I haven’t encountered students who haven’t progressed under my guidance, as I tailor my methods to meet their individual needs. However, if progress stalls, I create detailed reports to reassess and refine my approach. Communication is key, and I strive to create a learning environment where students feel comfortable expressing themselves and asking questions.