Rosalyn

After a BA at Cambridge University, I gained a PhD in social anthropology and currently research and teach at UCL.

Tutoring Experience

I have ten years experience tutoring at university, primary and secondary school levels, as well as adult education, specialising in social science and literature subjects.
I currently tutor social anthropology at University College London. Last year I additionally taught three A-level sociologists, all of whom got their highest grade in Sociology, and got into their first choice universities as a result. I am currently tutoring students in A-level English literature, and social anthropology.
I have worked with various alternative educational programmes, in both South America and the UK. In London I was a mentor with the 'Gifted and Talented' programme, encouraging entry in top universities for young people from areas with low attendance rates. I also worked with the Brazilian movement AfroReggae teaching circus skills and samba drumming in inner-city Liverpool summer schools. In Brazil I worked with a city based project teaching technological skills to disadvantaged young people, as well as rural community education projects with the Landless Movement. In southern Mexico, I taught primary and secondary children in schools run by the Zapatista movement, which took back land for those who work it and set up their own educational system. I later wrote a MA thesis on alternative rural education.

Tutoring Approach

I have a genuine delight in the subjects I teach, and hope to inspire this enthusiasm as well as clarity of understanding in learners, which is often difficult to accomplish in the classroom. I enjoy working with young people, and utilise alternative education concepts after Pauli Freire to seek to understand the individual mindset of a person in order to render new concepts comprehensible and even familiar. I have worked with educational programmes employing dynamic and participatory learning strategies, such as those of Paolo Freire, aiming to encourage independent thought and consideration of issues. These approaches centre on non-hierarchical forms of learning in which 'teacher' and 'pupil' jointly consider and learn from material. My own experience of school curriculae has also shown me how to employ real understanding to create excellent exam performance.