Sheffield, United K..., S7 1RB
Joined on February, 2013
Any day at any time
Up to 20 minutes away for no additional charge
Education2010: PhD- Molecular Biology and Biotechnology - The University of Sheffield (Doctorate)
2005: MSc- Molecular and Genetic Medicine - The University of Sheffield (Masters)
2004: BSc- Biomedical Sciences - Sheffield Hallam University (Bachelors)
ExperienceTutor for Masters students- organising classes for students, help with revision, essays, assignments.
Lab demonstrator- supervising undergraduates, teaching lab practicals, assessing homework, marking work.
Associate lecturer- working with undergraduate forensic sciences students at Sheffield Hallam University, especially providing one-one support for disabled students.
Private tutor for A-level, MSc, BSc and PhD students.
An academic researcher by profession, after completing my PhD I realised my passion and forte in writing. Having worked as a private tutor for over 5 years, I was given the opportunity to work as an associate lecturer at Sheffield Hallam University, from the years 2010 -2012. In addition to a PhD I hold an MSc and BSc, and since 2010 have been working as a proofreader editor.
Education is a human right and to encourage and support those who have a deep inspiration to learn, an obligation. This is the reason why I enjoy tutoring. It is not always about how far I reached my goals but how I implemented my learning to improving the lives of others. I constantly sought opportunities where I could be of assistance to other students.
I believe strongly the famous quote by Benjamin Franklin ‘Tell me and I forget. Teach me and I remember. Involve me and I learn.’ I believe the key to learning is actually getting involved and using the theoretical knowledge as a base to practice. Teaching students to understand and implement what they learn, to instil and engrave knowledge is critical. I believe an unsuccessful tutor is one who has students walk away with the question still in their mind of 'how is learning that going to help me?', it's a common question many students have, even I had. I have implemented many different learning strategies, depending on the type of issue students had. Please read below:
After I completed my MSc I realised the problems I had along with many of peers, and wanted to provide a solution for other students. I came across the prominent issue of plagiarism amongst international students. I understood that this was a misunderstanding arising from differing education systems. I networked with students studying the MSc programme and organised tutorials. The problem was, many individuals were achieving over 80% for essays, however, when in examination they were failing. So I devised a strategy where I could help them overcome these issues. The point was to investigate why this was happening. After setting essay tasks, the answer was clear. The information was being memorised in a parrot like fashion. So I conducted an experiment where one student was given an excerpt to read and reproduce this in the format of a presentation. The second student was told to use his own method. When the individuals were questioned at the end of the presentation, the lack of understating by the student using the method of repeating information in parrot like fashion was obvious. Thus, I developed a revision and learning technique for the students, which actually worked for them. They would read an excerpt and relay the information they understood in a presentation. The two students achieved a distinction in their MSc and I was invited to attend their graduation ceremony.
Throughout the duration of my PhD I was teaching in the fungal biology and molecular biology laboratory practical sessions. I was allocated 11 students to demonstrate the laboratory practical to and assess their essays. I was allocated the same group of students throughout out the 3 years. Their ability to troubleshoot and assist each other and to understand the information being provided to them was improved immensely throughout the 3 years. I made sure that the students were not ignoring, or taking for granted any information provided to them. Though unhappy initially, the students were set up additional homework tasks to research what and why they were using the components in their experiments. I encouraged them to use to science forums where researchers discussed novel techniques and troubleshooting methods. I encouraged them to understand why certain methods were used in their practical classes, despite the presence of other method available. In addition, at the end of each semester I would have the students write one of their experiments up in a research article format, as though it would be published. Surprisingly I had their colleagues attending the tutorials that I had set up too. I would make a point of setting a task for them to read at least one article a week and summarise it. The students were efficiently able to read and re-interpret research articles, so when required to read text books and prepare for exams, they became very efficient in extracting information and completing their exams successfully.
After completing my PhD I began a research project at Sheffield Hallam University. However, this came to an end due to financial constraints. Due to my ability to grasp individual situations as a challenge and my liaison with members in the department I was invited to join as an associate lecturer. I was responsible for teaching final year and undergraduate lab classes, paying attention especially to two of the students with special needs. One of the students whom required additional support had a severe speech impediment. As a result of this he lacked confidence, so when unable to understand a concept he was reluctant and never asked for assistance. He would prefer to work alone when asked to work in pairs. I was delighted to work with this individual, as he was an extremely intelligent individual. I took it on as a challenge to boost the morale and confidence. It was imperative that the student was getting involved and convincing him that he was just as, probably more knowledgeable of completing tasks and answering questions. He was highly skilled at working out molar calculations, something which many of the other students found difficult. So I organised a tutorial where I explained the concept and had the students working through calculations. I left the student I was supervising in charge of a group of students. Not only did he enjoy this, but he made friends, and over a period of weeks he developed self confidence and was convinced himself and by the students he was teaching of how capable he was. The next class he walked into, his confidence was almost glimmering. The students were walking up to him with papers asking for a last minute check over. This had two advantages, the students were able to learn something from their peer which probably made it easier for them to comprehend, and the student who was suffering due to low self esteem was slowly but surely rising above his insecurities.
HobbiesYoga and keeping fit are my relax days. I enjoy working out most days with friends and then making up for the hard work with a big fatty meal!!! I love food and I love cooking it!
I enjoy watching movies, reading books on a raining day in a coffee shop and going for long treks in the country side! I am petrified of heights!
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