Ethar

Hey, I'm Dr. E. I have a BA in English Literature, as well as an MA and a PhD in Philosophy. Outside of my academic work, I've spent the last 12 years committed to tutoring, mentoring and supporting young people through their studies. My expertise and experience have allowed me to develop a method that has produced a flawless record of successful students. I take the time to identify and understand each individual students personality, preferences and skills before adapting classes and resources to my students. That student centred approach means that my classes deliver much more than school demands, improving both grades and understanding.

My own experience with school and academia gave the impetus and determination to show that it could be done better. That school and study are places of inspiration whose principles have just been forgotten. I developed my method as a reminder of what's possible.

Tutoring Experience

I've supported students throughout my 12 years in higher education, arranging study sessions and offering one-on-one sessions to work on specific issues. At an early stage, it was clear that my enthusiasm, understanding and determination were a potent combination for effective teaching so I began private tutoring part-time to develop and improve those skills. After a few years, I'd fine tuned a method of teaching that has been so successful that I have turned to tutoring full-time.

By now, three years into professional tutoring, I work with students of all ages and all abilities from GCSE all the way up to PhD, providing both tutoring and mentoring services supported by a network that I have built up, committed to improving the conditions of our young people.

Tutoring Approach

My academic expertise, and experience tutoring and mentoring has allowed me to develop a method based on an understanding of philosophy, psychology and the history of education. I begin from the assumption that as the tutor, it is my job to work out how best to deliver lessons in a way that makes sense to each student. In that process, I take the time to pay attention to the particular skills and weaknesses of my students, tailoring lessons so that they use those skills to improve their weaknesses.

Finally, I don't believe real learning can happen at the demands of an authority figure. Rather, genuine learning, growth and progress comes from fostering a personal relationship with study, discovery and thought. My personal goal with each student therefore is to allow them to engage and enquire at their own pace, making authentic discoveries that have real effects on their everyday lives.