
Laura
Certified Tutor
Empowering Through Education: A Pathway into Teaching
Whilst volunteering for a local Right-to-Read programme, promoting Primary students' reading proficiency, I unofficially undertook the role of Teaching Assistant during my Batchelor's Degree. I found myself unexpectedly involved in behaviour management and providing support to students facing challenges. Early on, I assisted a student with Learning Difficulties during a test. Despite my inexperience, I aimed to promote critical thinking and self-reliance in his responses. Surprisingly, the teacher noted the remarkable improvement the student had made with my help. This initially humbling moment sparked profound fulfilment and pride in witnessing the student's progress. Since then, I continued to engage in education alongside my studies, with each experience fuelling my desire to teach, underpinned by a wholehearted love for imparting liberty and opportunity through education.
From Laboratory to Classroom: Harnessing Science and Biology Expertise
Immersed in science for over a decade, my passion to teach is rooted in its resounding impact on students' lives. Biology serves as a gateway to understanding the world and our bodies, fostering essential skills such as expressing opinions with evidence and critical thinking. My extensive experience has sharpened my proficiency in scientific inquiry, good laboratory practice, and health and safety while deepening my understanding of diverse bio-scientific disciplines, such as Biochemistry, Pharmacology, Genetics, Oncology, and Human Biology.
As part of the National Tutoring Programme, I applied my extensive knowledge to tutor A-level Biology across different curriculum providers. Designing and delivering courses for The Brilliant Club, where PhD tutors support disadvantaged students, allowed me to teach topics closely aligned with the KS3/4 National Curriculum, spanning cell biology, organisation, immunity, and diseases. I also crafted courses challenging students to apply KS3/4 knowledge to explore complex topics, such as whether ageing is a disease, tapping into their understanding of cells, organisation, skeletal and muscular systems.
Most recently, in my role as laboratory technician, I prepared practicals covering cells and DNA, ionic reactions, forces, and animal heart dissections. Beyond materials preparation, I assist students in implementing experimental skills and strategies while connecting the practice to their studies. Pursuing an iPGCE, I have merged teaching experience with contemporary pedagogy, enriching my educational practice. I critically assessed one of my lesson plans within the context of the KS3/4 science curricula (National and AQA) and current research. Additionally, I am currently conducting a project on decolonising the English Secondary Science curriculum. Thus, I have maintained a comprehensive understanding of the National Curriculum and have continued to integrated this knowledge into my educational practice.
Cultivating Growth: Insights from Working with Young People
My main educational experiences include teaching ESL, tutoring A-level Biology, and teaching Science courses for KS3/4 students from disadvantaged backgrounds. Through teaching, I learned how to stretch students at different levels via meticulous planning of guided inquiry. Carefully scaffolding questions, starting from prior Key Stages and progressing to the next stage, enhanced engagement and motivation, irrespective of ability. Similarly, using a variety of methods to check understanding, such as tests, quiz the teacher, lesson reflections, and discussions in pairs, ensure I am aware of every student's level and progress. Additionally, I have practiced placing lessons in a relatable context by underlining the relevance to students' backgrounds and interests, thereby preventing disengagement and fostering knowledge retention. I also stress the interdisciplinary nature of subjects, tailoring complexity based on age and level to avoid cognitive overload. My teaching practice continues to evolve with each lesson.
Observing colleagues has fostered an appreciation for clear communication of lesson objectives and effective classroom management planning. Such communication engaged students in their education, making progression apparent and motivating. In contrast, unclear lesson aims led students to repeatedly seek confirmation regarding which knowledge and skills would be tested, taking up valuable time and introducing distraction points. I witnessed how planning explicit classroom management, such as regularly reminding students of behavioural standards at key points, reinforces expectations, consequences, and the value of rewards. This approach promoted a positive learning environment in which students consistently worked towards a preset and clear behavioural standard. Students in lessons where behavioural standards were implicit and not regularly reminded were more prone to disregarding reprimands, complaining about unfair consequences, and disrupting their peers' learning. The iPGCE course has significantly influenced the way I observe my colleagues' teaching, contributing to the consolidation of my understanding and application of teaching pedagogy.
Leveraging Transferrable Skills
Through STEMNET educational outreach initiatives, I engaged in KS3 to A-levels mentorship and after-school clubs, inspiring students and fostering enthusiasm for Higher Education. This experience taught me how to build rapport with young people, now applied while covering classes, assisting as laboratory technician and acting as a SEND scribe, ensuring students feel comfortable in my presence. Working with The Brilliant Club honed my communication skills tailored for young learners while incorporating PhD-level research into KS3/4 curricula. As my first long-term teaching role outside tutoring, I improved my planning and organisational skills. As Fencing Club president at Warwick University, I built self-confidence and management skills, essential for overseeing operations. While as a part-time officer at Warwick Students' Union, I nurtured teamwork and community leadership, implementing successful changes. Experiences with SpLDs and disability have moulded my intrapersonal skills. Cultivated through self-reflection, considerable patience and resilience have characterised my coping skills and ability to overcome obstacles. My deep commitment to equality, diversity, and inclusion is evident in my involvement in advocacy and awareness initiatives. These principles drive my efforts to form authentic connections, fostering empathy within a secure and nurturing learning environment.
Connect with a tutor like Laura
Degree: University of Warwick - Master's/Graduate, Biological sciences
Degree: University of Warwick - Doctorate (PhD), Biology
During my spare time, I engage in a range of activities that contribute to my personal growth and interests, such as dog training, hiking, and lastly podcasts and articles to keep me well informed. As a third culture child who grew up in eastern Asia, my upbringing has shaped my identity and made me into a global citizen, constantly seeking new experiences through immersing myself in different places and cultures.
- Biology
- Chemistry
- High School Biology
- High School Chemistry
- IB Biology
- IB Chemistry
- Science
- Test Prep
- TOEFL Prep
- UK A Level Prep
- UK A Level Biology
- UK A Level Chemistry
- UK GCSE Prep
- UK GCSE Biology
- UK GCSE Chemistry
- UK GCSE Mathematics