Verified Tutor
What do I enjoy most about tutoring? 😁
I enjoy helping those I tutor and feeling that I have had a measurable impact on their education journey and that because of me they became better in something.My Strengths as Tutor 💪
I am quite patient and I try to explain the solutions in multiple different ways. Also, I think teaching is a message that goes beyond the classroom or the place where you teach.Most important things I can do for a student 🏅
I think teachers should genuinely care about their students and their mental wellbeing, not just their grades. Moreover, teachers should always be patient and never lose their tamper no matter what.Subjects Tutored 🎓
Exam Prep 📝
- Naplan tutoring
- VCE tutoring
Tutoring students in 👦 👧
- year 6
- year 7
- year 8
- year 9
- year 10
- year 11
- year 12
About Ahmed
Expertise in Computer Science and Programming
This tutor brings a robust background in Computer Science, currently pursuing a Bachelor''s degree. They are skilled in multiple programming languages including Python, JavaScript, and CSS, making them exceptionally equipped to teach various aspects of coding and software development. Their proficiency also extends to application development and IT support, ensuring they can offer comprehensive guidance across all levels of computer education.
Strong Foundation in Mathematics
With certifications in IGCSE and Cambridge International A Levels, this tutor has demonstrated high competence in mathematics. This solid mathematical foundation allows them to effectively support students not only in computer science but also in enhancing their mathematical skills, critical for academic success at any level.
Multilingual Communicator with Effective Teaching Tools
Fluent in both Arabic and English, this tutor can deliver lessons effectively to a diverse student demographic. Additionally, they adeptly use technological tools such as Microsoft Office Suite for educational purposes, which enhances the learning experience by making sessions more interactive and productive.
