Verified Tutor
What do I enjoy most about tutoring? 😁
I enjoy working with kids and adolescents, so I believe I will be a great tutor. I am passionate about English and love helping people succeed in English. My skills in essay writing are exceptional and I believe I can help people reach their full potential.My Strengths as Tutor 💪
My strengths are in English. I am extremely attentive to detail, and am very good at explaining concepts. I am patient and kind so I love seeing people take their time to understand things.Most important things I can do for a student 🏅
Be persistent and encouraging, as well as being clear and concise. I believe that tutors should be patient and accepting. This will help both the tutor and the student.Tutoring students in 👦 👧
- year 1
- year 2
- year 3
- year 4
- year 5
- year 6
- year 7
- year 8
- year 9
- year 10
- year 11
- year 12
About Amy
Passionate and Experienced Educator
Amy is currently pursuing a Bachelor of Arts in Psychology with a major in Literary Studies, which underscores her strong foundation in both English and analytical thinking. Her educational background equips her to provide insightful and effective tutoring in both Maths and English, making complex concepts accessible to students.
Leadership and Communication Skills
As an Environmental Leader during high school, Amy honed her leadership abilities by organising events and conducting tours for parents of prospective students. This role not only demonstrates her organisational skills but also highlights her capability to communicate effectively with both adults and children—a vital trait for any successful tutor.
Customer Service Excellence
With extensive experience in customer service roles, Amy has developed exceptional interpersonal skills. Her time as a party host, barista, and café worker has refined her ability to build rapport quickly, handle various situations with confidence, and maintain a positive attitude—qualities that ensure she connects well with students and creates an engaging learning environment.
