Ben

I'm Ben and I have been a full-time tutor for 12 years now since I completed an MPhil Masters at Cambridge University in Classics. I also did my Undergraduate degree at Cambridge in Classics, where I got a first class degree.

I have taught a wide range of pupils, from Masters level to school pre-tests/11-plus exams.

I have been very lucky in the teachers I have had during my education. From them I have picked up a variety of attributes necessary for any good tutor. Primarily, that is an in-depth knowledge of the subjects I will be tutoring. However, beyond this I have acquired a patience that will enable me to work with anyone, of any age or ability. i have worked on Oxbridge applications and with children suffering from various learning difficulties: dyspraxia, dyslexia and asberger's syndrome amongst them.

Tutoring Experience

University Level
- Masters Level Classics (Various universities, including Oxford and Cambridge)
- Seminars in Classics (while at Cambridge)
- University Level Latin Literature (for various universities, including Oxford and Cambridge)
- Latin Language (for various universities, including Oxford and Cambridge)
- Greek Literature (for various universities, including Oxford and Cambridge)
- Oxbridge entrance interview practice (100% success rate)

A-level
- A-Level Latin (London-based tutoring, 17 tutees, no tutee has got less than an A)
- A-Level Greek (London-based tutoring, 9 tutees, no tutee has got less than an A)
- A-Level Maths (London-based tutoring, 4 tutees, no tutee has got less than an A)

GCSE
- GCSE Standard Latin (London-based tutoring, 24 tutees, 16 A*s and 8 As)
- Greek (London-based tutoring, 12 tutees, 9 A*s and 3 As)
- Maths (London-based tutoring, 20 tutees, 15 A*s and 5 A's)
- Classical Civilisations (London-based tutoring, 7 tutees, 4 A*s and 3 As)

Common Entrance / 13+ Scholarship
- CE and Scholarship Level Latin (London-based tutoring, successful entrance to Marlborough, Eton, Harrow, Radley, St Paul's)
- Maths (London-based tutoring, successful entrance to Marlborough, Eton, Harrow, Radley, St Paul's)
- English (London-based tutoring, successful entrance to Marlborough, Eton, Harrow, Radley, St Paul's amongst others)

11+
- 11+ Level English (London-based tutoring, 27 clients, 26 have got into desired school)
- 11+ Maths (London-based tutoring, 34 clients, 33 have got into desired school)
- 11+ Verbal Reasoning (London-based tutoring, 27 clients, 26 have got into desired school)
- 11+ Non-Verbal Reasoning (London-based tutoring, 27 clients, 26 have got into desired school)

7/8+
- 8+ I have coached for the 8+ entrance exams for several schools, including Colet Court, Westminster and Thomas’ Battersea. Every pupil has got into their desired schools so far.

N.B. I have only taken into account clients with whom I did a minimum of 5 hours work.

Tutoring Approach

My approach to lessons is clear and logical, particularly in the Maths and Latin (translation and comprehension) lessons. This is made possible by extensive work in lesson planning before each session. I have tried-and-tested work programmes for most courses, but that is not to say I am rigid in my methods: I hope to establish a dialogue with the tutee in order to tailor my lessons to what they require individually. Moreover, a broad knowledge of the subject matter enables me to respond exactly and informatively to any questions raised in the lesson, and so the lesson will become naturally shaped around the bespoke needs of the tutee.

For the more creative subjects (English and Latin set texts), I will encourage free-thinking in discussions of the literature. While doing so, I will always be aware of the syllabus requirements which will form the basis of the work covered. There are clear techniques to analysing literature which are often neglected by schools as they cannot find time to find out what works for each individual pupil, but one-on-one I am able to work out effective methods for pupils, even those who have no apparent interest in literature. I hope not only to cover the material in depth for the exam, but in doing so to provide the tutee with confidence and skill-sets that are workable beyond the set-texts.