T99268

Tutor’s Teaching Background

During my Junior College years, my friends and I started Project Alo. Project alo aims to enrich the lives of students with special needs, by spending time with them and engaging them through a variety of activities. We organise and conduct weekly sessions for the students at Peony Special Student Care and have lots of fun together through activities such as reading-aloud, games and crafts. For instance, we have played games that involve training their motor skills, as well as their ability to recognise shapes, numbers and patterns. We also engaged students with physical activities that encourage teamwork and communication skills. I served as a student volunteer in an educational capacity, where I taught and mentored younger students. This role required not only subject-matter understanding, but also the ability to communicate ideas with precision, patience, and sensitivity to varying learning abilities. Through sustained engagement with children from diverse backgrounds, I developed a strong sense of service, responsibility, and empathy, as well as an appreciation for education as a means of empowering others and contributing meaningfully to the wider community. I was part of VIA projects in the past, but admittedly, what had motivated me was simply a very nebulous notion of serving the 'community', something we as students were always encouraged to do. But this project was different. Now, I had a clear purpose: these students could have achieved so much more if not for their circumstances and the way the majority of the society treats them. They were no longer simply 'beneficiaries' I had to teach 1.5 hours a week - they were friends I was invested in. As an individual, I learnt that I want to be a positive influence on their lives and empower them to shed the labels that say they are incapable and have low potential. For the first time, this programme put me in sustained personal interaction with underprivileged students and let me not only understand their plight on an intellectual level, but feel it viscerally.   During my Junior College years, my friends and I started Project Alo. Project alo aims to enrich the lives of students with special needs, by spending time with them and engaging them through a variety of activities. We organise and conduct weekly sessions for the students at Peony Special Student Care and have lots of fun together through activities such as reading-aloud, games and crafts. For instance, we have played games that involve training their motor skills, as well as their ability to recognise shapes, numbers and patterns. We also engaged students with physical activities that encourage teamwork and communication skills. I served as a student volunteer in an educational capacity, where I taught and mentored younger students. This role required not only subject-matter understanding, but also the ability to communicate ideas with precision, patience, and sensitivity to varying learning abilities. Through sustained engagement with children from diverse backgrounds, I developed a strong sense of service, responsibility, and empathy, as well as an appreciation for education as a means of empowering others and contributing meaningfully to the wider community. I was part of VIA projects in the past, but admittedly, what had motivated me was simply a very nebulous notion of serving the 'community', something we as students were always encouraged to do. But this project was different. Now, I had a clear purpose: these students could have achieved so much more if not for their circumstances and the way the majority of the society treats them. They were no longer simply 'beneficiaries' I had to teach 1.5 hours a week - they were friends I was invested in. As an individual, I learnt that I want to be a positive influence on their lives and empower them to shed the labels that say they are incapable and have low potential. For the first time, this programme put me in sustained personal interaction with underprivileged students and let me not only understand their plight on an intellectual level, but feel it viscerally.


•⁠ I focus on open conversation to identify the student’s weaknesses and strengths, allowing lessons to be tailored to their individual needs. I place strong emphasis on creating a comfortable and supportive learning environment so the student feels confident engaging with the subject. I adopt a patient teaching approach, explaining concepts step by step and adjusting my methods based on the student’s pace of learning. Throughout the lesson, I provide practical tips and strategies that the student can apply in their specific situation, reinforcing understanding through guided practice and feedback.

•⁠ ⁠I am a responsible and patient individual with a strong ability to explain concepts clearly to children. I enjoy working with students and take pride in adapting my teaching approach to suit different learning styles. Through my experiences, I have developed effective communication skills and a calm, supportive manner, allowing me to build rapport easily and help students gain confidence in their learning, committed to creating a positive and encouraging learning environment.