I am currently pursuing a Bachelors of Science (Pharmacy) in the National University of Singapore (NUS). I am also enrolled in the University Scholars Programme (USP), a multi-disciplinary academic programme that accepts 3% of each undergraduate cohort.
2010 GCE A levels (St. Andrew's Junior College)
H2 Biology - A, H2 Chemistry - A, H2 Math - A, H1 General Paper - B, H1 Economics - B, Received the Jacob Ballas Scholar's Award in 2011
I began teaching when I was appointed as a Biology peer-mentor to help my classmates gain a better understanding and appreciation for the subject. Often, I found myself summarizing each chapter into concise mind-maps that gave an outline of the chapter, as well as, describing the processes in flow-charts or pictures. I firmly believe that the use of diagrams (pictures, flow-charts and mind-maps) is extremely useful in helping tutees/students grasp their concepts. As a tutor, I hope to review every chapter with my tutee/student to ensure that they fully understand that chapter (not memorize!). We would then proceed to solve a variety of questions so as to ensure we have covered all aspects of the chapter. After the completion of the syllabus, we would aim to tackle as many preliminary exam papers as possible and then, proceed to solve the Ten-Year-Series when the O/A levels Examinations are approaching. This is because the preliminary papers, albeit difficult, would expose the student/tutee a range of potential questions that may be tested for the actual O/A levels Examinations. I believe that is better for my tutee/student to make as many mistakes during tuition than make mistakes during the actual O/A levels itself. When the O/A levels are approaching, I would encourage my tutee/student to solve the Ten-Year-Series in a timed environment so as to simulate the actual exam conditions.
Commitment Level I can start as soon as possible. I am planning to tutor over a long-term basis.