Verified Tutor
What do I enjoy most about tutoring? 😁
Being able to make a difference for people, and helping them understand things in a unique way.My Strengths as Tutor 💪
I also study psychology so in that we do learn about learning theories and how we remember information and ways to improve this.Most important things I can do for a student 🏅
Help them overcome challenges, sometimes if something makes no sense it needs to be explained in a different way. A tutor can understand the personal needs of the child as well as understanding the material and use this to approach learning in a way which will be most helpful for the student.Tutoring students in 👦 👧
- year 2
- year 3
- year 4
- year 5
- year 6
- year 7
- year 8
- year 9
- year 10
- year 11
- year 12
About Emily
Dedicated and Reliable Tutor
Emily is a highly responsible and hardworking individual, with a strong focus on reliability and dedication. She has honed her punctuality, time management, and work ethic through various roles in customer service. Parents can trust that Emily will bring the same level of commitment to tutoring their children, ensuring they receive consistent support in their academic journey.
Strong Communication Skills
With extensive experience in customer service, Emily excels in communication and teamwork. Her ability to convey information clearly and efficiently makes her an excellent tutor for both primary and high school students. Emily’s proactive approach ensures she can adapt her teaching methods to meet each student’s unique needs, fostering an engaging learning environment.
Motivated Learner with Academic Insight
Currently pursuing further education at college, Emily brings fresh academic insights to her tutoring sessions. Her ambition and eagerness to learn new skills make her a relatable mentor for students. Emily’s dedication to providing the best possible experience extends beyond customer service into creating effective and enjoyable tutoring sessions tailored specifically for each student’s success in Maths and English.
