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Online A-level History Tutors / A-level History Tuition

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Online Tutors

Gold Sazan Meran Birmingham, B74
Gary Mitchell Bournemouth, BH6
Silver Lindsay Carter Bristol, BS8
Gold Nathan Williams Bristol, BS8
Gold Richard Magee Warwick, CV34
Kate McCarthy Bethnal Green, E2
Faith Taylor London, E5
Philippa Rumsey Enfield, EN3
Gold Kenneth Gibson Cheltenham, GL50
Gold Peter Miller Northwood, HA6
Gold Bob Adey Islington, London, N1
Gold Jessica Guise London, N3
Nicholas Prasad London, N8
Gold Neil Smith PhD Whitley Bay, NE26
Gold Phil CloudTutoring Towcester, NN12
Gold Emma Heseltine Wellingborough, NN29
Gold John McCarthy North West London, NW3
Emma1234 Newbury, RG14
Dr Helen Mathers Sheffield, S6
Liam H Stockbridge, Hants, SO20
Gold Katrina Durber Central London, SW1
Gold Viv Victoria & Dorking, SW1
Rebecca Felton London, SW4
Gold Emma Storey Fulham, London, SW6
Gold Adam Muckle London, SW15
Silver Dr Abbie Davies Utrecht, SW16
Silver Yvonne Mason Powys, and Online, SY15
Gold Dr Judith Rowbotham London, W8
Gold Alistair Buckingham Radlett, WD25
Gold Tom Haggerty York, YO51

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Rebecca Felton University Entrance Coaching (South West London)

Rebecca Felton

  • London (SW4) View on map
  • Last Logged In: 17 Oct 2014
  • Sex: Female
  • Can Travel To: E N NW SE W WC
Contact Me View My Full Profile
Personal Message
I'm a Cambridge graduate and an experienced private tutor. I give students the confidence to excel at exams, produce excellent essays, and make original arguments by teaching them to join the dots, dig deeper, and get curious about the big ideas.
Which subject(s) do you teach?
I teach broadly across the Humanities, but I specialise in:

- Essay & Dissertation writing (argument construction, writing style, structure, grammar)
- Oxbridge interview preparation (member of Oxbridge Interviews)
- English Language & Literature (GCSE - Masters)
- Religious Studies/ Philosophy (GCSE - Undergraduate)
- History (GCSE - Undergraduate)

I also teach many Law, Business, Sociology, Psychology, and Education Studies students at Undergraduate level, and I frequently work with professionals who have writing requirements, including Social Workers, Lawyers, PR and Marketing professionals and Psychologists. My parallel career as a Branding & Communications consultant for the last four years means I am able to draw on valuable commercial insights where necessary, which is often very valuable for professional students.
Tell me about your qualifications.
I hold the following academic qualifications:

English BA, 2:1; Christ's College, Cambridge University (EE offer)
3 A-levels: English, History, Art - all at A grade
4 AS-Levels: English, History, Art & RS - all at A grade (including 100% in RS)
10 GCSEs: 7 A*s, 3 As

I also received an unconditional offer to study English at Christ's College, Cambridge University.
What kind of experience do you have?
I've tutored students of all ages, requirements and capabilities. In the last four years I've gained over 1,000 hours of tutoring experience.

I am particularly experienced in:

- Students competing for an Oxbridge offer.
- Students who need that special something to stand out at interview.
- Students struggling with severe self-esteem and confidence issues.
- Students who struggle to get their ideas down on paper and need some fail-safe techniques for constructing essays and arguments under pressure.

I have experience with learning difficulties, especially dyslexia, which I have helped my brother to cope with through his studies for the last few years. To me, it just means having to find another way to approach the information and make it accessible.

Though I'm not formally qualified as TEFL teacher, I've had several foreign students who needed to learn both formal and conversational English from a very basic level of understanding.
How much do you charge?
My charges vary depending on subject/level - this is a flat charge that remains the same for individuals or groups of students. This cost is reflective of the skill, experience and commitment I bring to my students.

I also offer every new student a complimentary 30 minute session.

If travel is covered by my weekly railcard within zones 1 and 2, there will of course be no extra charge for travel, but if it is costly to reach a student I will ask for fare to be covered. If travel takes more than one hour I generally ask for a 20% fee for every hour charged.

Because I do my best to see as many students as possible, I have a 24 hour cancellation policy - if this is broken I will ask that a one hour fee is covered.
Where do you teach?
I live in Clapham, South West London, and I am happy to travel around central or South London as long as there is accessible transport. I teach in my flat, at students' homes, and in mutually convenient spaces e.g coffee shops, libraries etc.
When are you available?
I currently tutor full-time; I teach flexibly during the week and during the weekend. I try to work with as many students as possible.
Which ages and levels do you teach?
I teach students all ages ranging from 13+, from GCSE to Masters degrees and any other professional qualifications.
Which qualifications do you prepare your students for?
GCSE
AS-Level
A-Level
Undergraduate degrees
Masters degrees
Professional qualifications
Do you have an up-to-date DBS (Disclosure & Barring Service, formerly CRB) Certificate?
Yes
Describe your arrangements for online tutoring.
I conduct online sessions using Skype and over email to send detailed edits, commentaries and advice on essays.
Do you belong to any professional organisations?
Oxbridge Interviews: a philanthropic organisation offering intensive practice Oxbridge interviews to students from all backgrounds and capabilities.
Tell me about some of your current students.
Imogen, 22: 3rd year English student at Edinburgh university. We've been working together for the last two years to help her overcome her panic attacks/anxiety over exams, and rebuild her confidence by improving her critical reading and essay technique, and reconnect her with her love of literature. After working together for 12 months, she was able to sit her 2nd year exams and is now completing her final year.

Helen, 18: Helen needed to raise her English A-Level grade from a predicted C to an A to fulfil her dream of studying at Oxford. She was sitting the challenging Cambridge English paper, which requires a much more rigorous style of working; we worked together intensively to develop her coursework, dramatically strengthen her writing skills, and study her texts from interesting new perspectives to create strong and original arguments. After our work together, she achieved an A and won her place at Oxford.

Tahsina, 18: A-Level History and RS

Mekaela, 17: AS-Level RS

Jack, 18: A-Level History
Do you have a personal message for students?
My approach to tutoring is based on two things: helping students cut to the heart of complex arguments and make them their own - and rediscovering the joy of learning.

It's incredibly competitive out there for students these days; I understand the pressures they're under and what it takes to stand out to the most elite educational establishments. I believe that everyone can understand an idea once it's made accessible to them - there's always a way, you've just got to find out what's right for each student. I always spend time getting to know my students and understanding what makes them tick so we can work in the best possible way for them. The aim is always to get students thinking for themselves, and standing out from the crowd through the quality of their thinking. The best results come when good exam technique is combined with a thorough understanding of the subject - I make sure that we spend time on both, and develop real understanding with discussion and debate, not by rote-learning.

Most of the time students have never had intensive help with their essay technique; I go through essays with students line by line so that they have absolute clarity on how they can improve. Variety is important - discussion is a great way to understand themes and build their arguments. It's about getting students interested in what they're studying again by putting them back in touch with the bigger picture - why it's important, what's fascinating about it, how it's still relevant today - and then giving them the tools and the confidence to build strong answers, underpinned by writing exercises, essay planning practice, and more visual aids like mind-mapping. Together, all these things should create a solid base of knowledge, good results and confident students.