I'm not your average 'student tutor'. With over 500 hours of tutoring experience under my belt and working with agencies that otherwise employ graduates exclusively, it comes as no surprise that I may seem to many as the 'Arthur Rimbaud of the tutoring world'
With my experience as the sole homeschooling teacher in several households for several kids- along with being a normal common entrance and Science tutor-I have taken upon myself responsibilities that would otherw, with extreme swiftness, up the tutoring ladder and enabled me to shamelessly perch right beside all the qualified PhD-waving tutors. Since then, I've decided to take a year off to undertake full-time tutoring, from homeschooling children to teaching for adult Diploma Courses.
I find that everyone is skilled at something or other. Having been told by many that tutoring for 40 hours a week and working with agencies that otherwise employ graduates, at just the age of 18, is ‘phenomenal’, I do sometimes feel that I’ve found something I can comfortably describe myself as being skilled at doing. Luck, of course, played a part in my ascent - starting at 15 hours in the first week of tutoring must involve luck in some shape or form. But luck can only do so much; the momentum that I gained thereafter, through a series of word-of-mouth recommendations, led me to be firmly established as a sought-after tutor in North London.
With an offer in the bag for Chemistry from UCL, my plan is to stay in tutoring for the long run. Micromanaging my students' studies is key. Much of the time in my gap year is invested in creating tailored material and packages for the wide range of students I tutor - from track records and worksheets to whole course programmes. It is precisely this, along with my unique and effective teaching methods, that has resulted in the attainment of such a successful track record.
A brilliant tutor. Salman is someone that doesn’t just tell you facts, he explains them to you and makes you understand them. I could see that he was really enthusiastic in teaching by the way he communicated knowledge and helped me understand information- rather than just repeating back to me information that I had already read.
- Shiam, GCSE Science student
Salman demonstrated his passion and creativity for teaching. Our clients very much appreciated the way he tailored his lessons - the lessons were refreshing and moved away from the traditional learning experience to a more dynamic individualised approach. I highly recommended Salman as a tutor.
- Athena Tuition
"Salman excelled to such a high-level in his first lesson that I still remember his lesson like yesterday. He delivered a phenomenal lesson where he involved the student, broke concepts down and understood the dynamics at play when it comes to tutoring and this has been reflected in the exceptional feedback that he has received from all of the clients that have been assigned to him. It is a testament to his commitment to the cause and his understanding of what it takes to be an exceptional tutor."
-Ahmed Al-Askary, Director at Expert Tuition
"Salman is a great teacher and I am very pleased with the progress my child has made"
- Filiz, Parent
1- The Wheel, The Surface and Friction
I came across a diagram on the night before my Physics GCSE. As I sat there, drowned in a multitude of notes, textbooks and worksheets, the diagram regarding a wheel and friction, caught my eye amidst all the others that were scattered on the floor. It has remained etched into my mind until this day. It struck me as a diagram perfectly representing the plight of myself as a student, and others around the country. With the push on the wheel being their own aspirations, teachers or anxious parents, and the gritty surface representing the general reluctance to revise, the friction caused by the surface and tyre rubbing against each other tends to let off quite a bit of heat energy - or in another words, ‘wasted energy’.
Pretty much every student has the ability to fulfil their potential. It's the surface however, that is different for everyone and it is this precisely that determines the degree of toiling needed to reach their destination. Some might be driving on a smooth marble floor, some on a gritty surface, while others might even sustain punctured tyres mid-way.
I’m the surface tinkerer: my job is to modify that surface for students and teach them to work smarter - not harder - by providing engaging sessions and relaying on effective revision methods.
2- "But what's the point of learning this?"
Based on the idea that humans are rational or ‘sensible’ (and so might, for example, work somewhere they don’t like because they know it’ll benefit them in the grander scheme of things), people often like to extrapolate this assumption to younger students and are lured into having a shot at trying to answer it. They might think that appealing to the rational part of a student’s mind just might do the trick. The assumptions are sound; humans may indeed do many things they don't like simply because they know it will be of benefit to them. But trying to explain to a 7 year old how learning fractions is of direct relevance to their later life is difficult. Even the most articulate of us would struggle - the benefits are much too subtle to be expressed in words.
So I find it hard to write anything about Paris while I am there; I have to get up and go away"
My approach echoes Julien Green's sentiment. Peer too closely at a tree and you will fail to see it in its complete form. It is only by standing back that you can really appreciate its beauty.
The feelings induced within when looking at a piece of art or a natural landscape are inexpressible. By its strictest definition, we wouldn't call the experience ‘fun’, but neither is it ‘relevant to our lives’ - and so it begs the question: why don’t children turn their noses up at standing on the top of a hill to look into the horizon and appreciate the masterpieces of nature?
Interest is the motor for effective working; in order to get a student to really acknowledge the genius of a subject, I take them away from the classroom, help them take a step back and look at the picture as a whole entity - not as single discrete units. The topics in Biology A-level, for example, wouldn't fall under this umbrella called ‘Biology’ if they were not linked in some way or another. I teach my student to be like a spider; one at the centre of a magnificent web, masterfully navigating through the silk strands, intricately connected to each other - creating a web of knowledge in their mind.