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Tutors in SW postcode

Gold Viv Victoria & Dorking, SW1
Rebecca Felton London, SW4
Gold Tabitha Suzuma Chelsea, London, SW10
Silver Sarah Francis Putney, SW15
Gold Stuart Riddle Southwest London, SW15
Silver Laura Turner Streatham, SW16
Maria Tsoumaki South West London, SW17
Silver Trish Almlof Wimbledon, SW20

Tutors travelling to SW

Silver Milly Herner Teddington, KT8
Gold Rhys Merriman Muswell Hill, N10
Gold Joe Atkinson Borough, SE1
Silver Jane Emma London, WC1A

Online Tutors

Gold Doug Thames Ditton, KT7
Janet Eifridt Redhill Reigate, RH1
Gold Natalie Jeffers Brighton, BN1
Loren Reeve Ludlow, SY7
Susannah Groome Bournemouth, BH4
Gold Hellen Frost Canterbury, Kent, CT6
Silver Jacqueline Anderson Birmingham, B42
Gold Serena Wolverhampton, WV4
Gold David Evans Kenley, Croydon, CR8
Emily Forster East London, E3
Lucy Arrowsmith Aberdeen, AB15
Sara Sewell Rugby, CV22
Gold Sue Perkins Camberley, Surrey, GU46
Janito Stockport, SK6
Gold Jim Cooney Swansea, SA2
Gabrielle Robinson Worthing, BN11
Gold Michelle C Perry Wolverhampton, WV6
Gold Pete Goodland Sheffield SYorks, S4
Gold Janette Sedgebeer London, SE26
Gold Silvina83 Faversham, Kent, ME13
Gold Master Learning UK Diss, Norfolk, IP22
Gold Pass Psychology Stockport, SK2
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Rebecca Felton A-level English Tutor (South West London)

Rebecca Felton

  • London (SW4) View on map
  • Last Logged In: 23 Jul 2014
  • Sex: Female
  • Can Travel To: E N NW SE W WC
Contact Me View My Full Profile
Personal Message
I'm an experienced tutor and Cambridge University English graduate. I give students the confidence to excel at exams and make intelligent, 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 English Language & Literature, Religious Studies, Philosophy and History from GCSE to Undergraduate level, with special expertise in essay writing skills and Oxbridge interview preparation.

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
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 - focused mainly on GCSE, AS and A-level preparation all the way through to University Mastersin the areas of English, History, RS, and any other essay-based subject such as Sociology, Classics, Psychology, Business Studies and Geography.

I am particularly specialised in:
- students struggling with severe self-esteem and confidence issues
- students competing for an Oxbridge offer
- students who need that special something to stand out at interview
- 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.

I also work with professionals who have writing requirements, including social workers, Lawyers and psychologists.
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.

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 14-adult, from GCSE - Masters degrees and any other professional qualifications.
Which qualifications do you prepare your students for?
Undergraduate degrees
Masters degrees
Professional qualifications
Do you have an up-to-date DBS (Disclosure & Barring Service, formerly CRB) Certificate?
Describe your arrangements for online tutoring.
I conduct online sessions using Skype and over email to send detailed edits, commentaries and advice on essays.
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.

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 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.

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