Rini

I have been a classroom teacher of Biology up to A level, and Chemistry up to GCSE, for 10 years. I have also been an official examiner for A level Biology and GCSE Biology and Chemistry for 2 years.

I have always had a great passion for teaching and working with young people, spreading the wonders of science unto young minds and planting a seed of curiosity about the world around them and a thirst for knowledge and understanding of it.

I did my Bachelors and Masters degrees at Imperial College London, which were:
BSc Biomedical Sciences with Neuroscience
MSc Human Molecular Genetics

I then went onto gain my teaching qualification and hold a QTS. I am currently doing a doctorate.

I have a deep love for teaching. I embrace the chance to be able to transfer my skills onto someone else and help them understand something that they may not have understood properly from lessons at school , seeking that ‘lightbulb’ moment. My aim is to make everything clear on a deep level and to let students achieve the best grades that they have the potential to achieve.

Tutoring Experience

I have 10 years’ experience of teaching, Biology up to A-level and Chemistry up to GCSE level, and have been Head of Biology in two previous schools too.

In my teaching history, I hold a strong track record of 75% of my GCSE students scoring grades 8 and 9, and 60% of my A-level students scoring grades A and A*.

The great majority of my students opt to continue their studies in the subjects I teach them and develop a great enthusiasm for them, opting to take them for A-level and at University. I have helped students secure places at top universities such as Oxford and Imperial College London, where I studied myself. A few of my former students are now practising medical doctors.

Tutoring Approach

My idea of a tuition lesson is one that is planned and structured to meet the specific needs of the individual person. My approach would be to teach in a way that I see is working to generate enthusiasm in the tutee to learn and which involves their participation; not just a 'monotonous sit-and-listen' lesson.

When I'm assigned a tutee, I first find out which areas in particular he/she would like me to focus on and what he/she feels his weaknesses are. I don't need to use textbooks unless the tutee prefers that I go through their current class textbook with them/ other books that they wish to study with.

In addition to going over things thoroughly, I also amalgamate exam question practise into my lessons and go over the questions together with the student thoroughly and help them build exam technique.