What is remote tutoring/learning?
Remote tutoring is essentially distance-based teaching. Wikipedia defines "remote tutoring" as "the process of tutoring in an online, virtual environment ... in which teachers and learners are separated by time and space".
This is not a new concept. It has already been loosely embedded into the local education system as "e-learning" or "i-learning". However, remote tutoring is arguably less effective for certain subjects, such as Maths and Science subjects, as these require content delivery and conceptual explanations by the tutor which is critical to a student's learning and understanding of a particular topic. In other words, the remote tutoring concept does not work effectively for Maths and Science subjects.
This is not a new concept. It has already been loosely embedded into the local education system as "e-learning" or "i-learning". However, remote tutoring is arguably less effective for certain subjects, such as Maths and Science subjects, as these require content delivery and conceptual explanations by the tutor which is critical to a student's learning and understanding of a particular topic. In other words, the remote tutoring concept does not work effectively for Maths and Science subjects.
Why remote tutoring for English/GP?
Remote teaching is optimized for English & GP because they are ultimately skill-based disciplines which are rooted in language ability. The key to succeed in language mastery is to read widely and develop consistent writing habits. This does not necessarily require the tutor to physically monitor the child when he is practising these skills (i.e., writing an essay or reading content). As mentioned earlier, this is extremely costly and often lacks value for money.
What is of utmost importance is a thorough re-write of his submitted work, followed by a personalized review and analysis of his strengths and weaknesses, and how to improve on subsequent essays. I am the person responsible for filling this void.
For English, it is crucial that the child understands the fundamental cause of his poor writing and not merely the fact that he writes badly. Unfortunately, most school teachers these days often lack the time or resources to go through this arduous process with every single one of their students (especially in a huge class of 20 or more). It has also come to my attention that some other tutors focus on "crash course tuition" or "speed learning" by which the student is spoon-fed the quickest method by which he can maximize his chances of getting an A. While this approach to teaching and learning does have some merit, it is extremely myopic and often comes at the cost of long-term personal development. As always, the nirvana of personal achievement and satisfaction is not derived from the eventual product or outcome (of scoring an A for GP), but the arduous, grit-laden journey to get there.
But who can blame parents or children for "taking the easy way out"? Obviously, this sequence of events is caused by systemic problems in our education system - a severe lack of resources and support given to school teachers to empower them to fulfill their role as holistic educators, the intense competition faced by school children today, the sheer parental obsession with grades and scholastic achievements, and the general perception that a student's intelligence, value and sense of self-worth ought to be measured substantially by his test scores. While grades are a good indication of a student's exam-ability (and general scholastic ability), it should not be the principal yardstick by which a student's talent and value is judged or determined.
What is of utmost importance is a thorough re-write of his submitted work, followed by a personalized review and analysis of his strengths and weaknesses, and how to improve on subsequent essays. I am the person responsible for filling this void.
For English, it is crucial that the child understands the fundamental cause of his poor writing and not merely the fact that he writes badly. Unfortunately, most school teachers these days often lack the time or resources to go through this arduous process with every single one of their students (especially in a huge class of 20 or more). It has also come to my attention that some other tutors focus on "crash course tuition" or "speed learning" by which the student is spoon-fed the quickest method by which he can maximize his chances of getting an A. While this approach to teaching and learning does have some merit, it is extremely myopic and often comes at the cost of long-term personal development. As always, the nirvana of personal achievement and satisfaction is not derived from the eventual product or outcome (of scoring an A for GP), but the arduous, grit-laden journey to get there.
But who can blame parents or children for "taking the easy way out"? Obviously, this sequence of events is caused by systemic problems in our education system - a severe lack of resources and support given to school teachers to empower them to fulfill their role as holistic educators, the intense competition faced by school children today, the sheer parental obsession with grades and scholastic achievements, and the general perception that a student's intelligence, value and sense of self-worth ought to be measured substantially by his test scores. While grades are a good indication of a student's exam-ability (and general scholastic ability), it should not be the principal yardstick by which a student's talent and value is judged or determined.
What are the advantages of remote tutoring for English/GP?
Benefits - Remote Teaching1. Cost savings for parents
2. Promotes schedule flexibility for students 3. Inculcates self-discipline and personal responsibility 4. Eliminates the need to travel to a tuition centre 5. Saves students' time and energy |
Weaknesses - Live Teaching1. Expensive and often lacks value for money
2. Wastes time travelling to and from a tuition centre 3. Does not guarantee improvement if the tutor does not substantively critique and rewrite the student's work outside of actual lesson time 4. Does not foster a sense of self-learning as the student expects the tutor to spoon-feed every lesson |
What is your teaching methodology/pedagogy?
Given my law school background, I intend to focus on improving and developing these 4 core components: (1) critical thinking, (2) reasoning skills, (3) logical thinking and (4) writing ability. In my view, this would best maximize a student's language potential in order to prepare him more adequately for the challenges that lie ahead for him post JC; the good grades will follow naturally once these skills have been developed.
For the weaker students, the key is to improve their personal confidence in the first month by setting them simpler writing tasks, such as summaries of interesting articles or short essays on their favourite topic of choice. In the process, I will develop their core writing skills by introducing related skills like essay planning and content organisation. I believe in teaching by engaging the student, coaxing him to write a piece of work, rewriting his essay substantively and then giving him constructive feedback on his work. In my view, it is pointless and even potentially destructive to impose a fixed set of rules or parameters by which his writing should be governed - English is a fluid language, not a static one. There is no correct writing style; he simply needs to discover his style and improve on it (with my guidance of course), and the only way that this can be achieved is through consistent practice, review and rewrites.
Once the foundations are laid, I can then progress to more difficult content and also build the student's knowledge base in the meantime, while introducing new methods by which his writing style could be further improved.
Students will be surprised how much they can learn in the space of a few months as long as they are willing to commit to a personalised, structured study regime which will only require 2 to 3 hours of study time a week (this includes doing the essay and a private 1-1 discussion with me). This is completely customisable and obviously subject to the students' needs and prevailing commitments.
For the weaker students, the key is to improve their personal confidence in the first month by setting them simpler writing tasks, such as summaries of interesting articles or short essays on their favourite topic of choice. In the process, I will develop their core writing skills by introducing related skills like essay planning and content organisation. I believe in teaching by engaging the student, coaxing him to write a piece of work, rewriting his essay substantively and then giving him constructive feedback on his work. In my view, it is pointless and even potentially destructive to impose a fixed set of rules or parameters by which his writing should be governed - English is a fluid language, not a static one. There is no correct writing style; he simply needs to discover his style and improve on it (with my guidance of course), and the only way that this can be achieved is through consistent practice, review and rewrites.
Once the foundations are laid, I can then progress to more difficult content and also build the student's knowledge base in the meantime, while introducing new methods by which his writing style could be further improved.
Students will be surprised how much they can learn in the space of a few months as long as they are willing to commit to a personalised, structured study regime which will only require 2 to 3 hours of study time a week (this includes doing the essay and a private 1-1 discussion with me). This is completely customisable and obviously subject to the students' needs and prevailing commitments.
My child prefers maths and science subjects as it is easier to score. He lacks interest in writing as it is very dry and boring.
For Secondary School Students:
It is important to take the first steps towards developing a student's foundational writing and communication skills at this crucial stage, especially in light of the recent changes to the "O" Level English syllabus, which shifts the emphasis away from Narrative writing to Discursive or Argumentative writing in the "Continuous Writing" component (i.e., Composition/Essay/Free Writing). This is not dissimilar to the style of writing expected of students in General Paper once they progress to Junior College, and is widely regarded as the principal yardstick by which a student's writing ability is determined. Most students struggle with this component because of its perceived difficulty. This stems not from a lack of ability, but from a chronic lack of exposure to and practice in the English language. Consider this: if your child is putting in 10 hours a week practising math & science questions, and not spending at least a quarter of that time practising his writing ability, then it is only natural that he wouldn't do as well in English. Your child must practice writing consistently, at least once a week or once every other week (if he is busy with school activities). No excuses! In addition, the "Situational Writing" segment requires candidates to write the text (e.g. an email, a letter, a report or a speech) to suit the purpose, audience and context reflected in the visual text. This requires the use of appropriate language and tone to demonstrate the candidate's maturity of thought and linguistic ability, all of which can be trained if the proper guidance is given. A new "Editing" component has also been introduced by which students are expected to identify and edit grammatical errors in a short passage by writing the corrections in the spaces provided. Errors in punctuation and spelling will not be tested in this component. |
For Junior College Students:
It is even more imperative that you begin devoting equal attention to the General Paper subject (and Project Work for that matter) as it is often the differentiating factor for university entry. Many students neglect GP not because of a lack of interest, but usually because of the unengaging manner in which it is taught in schools. Other contributory factors include lack of personalised guidance, procrastination and low self-esteem. As a student, I used to face these problems too, until I decided to give it my best shot for the "A" Levels by studying for it at the last minute. The truth is that GP, like any other subject, can be studied, as long as you put consistent effort into it. However, the barrier to entry is higher than what you would have encountered in Secondary School English, meaning that it is difficult to write consistently well, and even more difficult to master notwithstanding a solid English foundation. In other words, good narrative writing or composition skills at the Secondary School level does not guarantee success in GP. This is because GP is not about the ability to describe, create or narrate a fictitious story; it tests your ability to think critically, reason logically, weigh competing interests and thereafter adopt a nuanced and balanced view on a particular topic of interest. The crux is this: GP is ultimately a reflection of a student's maturity of thought and knowledge of current affairs, which he or she must express in a logical, well-structured and cogent manner. It is about clarity of expression in writing. In the longer term, a good grasp of the English language is critical not just for scholastic purposes, but also for personal development and increased employability, since the ability to read and write proficiently is a key requirement in just about every profession today. This is reflected in every task you perform, such as drafting emails and reports, communicating with clients and bosses, and conducting persuasive presentations. Start early and the rewards will follow in due course. It would be a great pleasure to be able to coach a student to the extent that he surpasses the tutor, for it would mean that I have succeeded in my task. |
What are your rates?
English Tuition (Sec Sch)Lower Secondary (i.e., Sec 1/2) - $35
Upper Secondary (i.e., Sec 3/4) - $40 International Baccalaureate - $45 |
GP tuition (JC)JC 1 - $50
JC 2 - $60 |
Kindly note that rates quoted above are on a per task basis, and includes a verbal and written review and rewrite of your child's work as stated above. Separate charges apply for other miscellaneous requests at flexible rates (usually lower), subject to my availability.