I aim to make myself redundant. That may sound odd, but I believe the end goal of one-to-one tuition should be that the student is confident and independent enough to mean that the tutor is no longer necessary. And this is not because we have simply worked through an area of difficulty together, or solved a particular problem. No, tutoring in my eyes is much more important than merely finding solutions to narrow questions: good teaching is about helping the student develop the skills, the frame of mind, the confidence, the curiosity and the ambition that will allow them to approach any issue – whether in the classroom or the outside world – independently, intelligently and successfully. Yes, my tuition will help you in what to think (for certain exam boards, say) but, more importantly, I will help teach you how to think – for I believe that engendering curiosity, a questioning mind and a healthy skepticism are key elements of a fully-rounded and productive education.
Learning should be fun, and teaching should respond to the particular needs and personality of each student. That’s why listening is as important as talking when it comes to teaching effectively, and why I tailor my tuition to each individual student, rather than taking a set lesson-structure from off the shelf. This flexibility and attention to the requirements of the individual allow for faster – and more enjoyable – progress. So often all that is missing is the confidence to believe in your own ability; my tutoring aims to give you that confidence, and help you be the best you can be, not just in an exam, but beyond.
I gained experience teaching English while studying at Oxford. This included tutoring a student in close reading and Oxbridge interview technique. He was subsequently offered a place to study English Language and Literature at Magdalen College.
I also taught English, debating and critical thinking to secondary school students (13-16) while in Sixth Form, and established a Literary Society, which curated lectures and talks to test and expand the educational horizon of engaged students from 13 years old and above, and to bring different year groups together in discussion to learn from one another.
I also write regularly for the Literary Review, and am a Young Trustee of the London Library.
B.A. – English Language and Literature, Magdalen College, Oxford – 1st Class; Gibbs Prize, topped year with work on contemporary literature, dissertation published in field-leading academic journal
International Baccalaureate – 43/45 (equivalent to 5A* at A-level), King Edward’s School, Birmingham
Higher Level – English (7/7), History (7), Philosophy (7)
Standard Level – Ancient Greek (7), Maths (7), Physics (7), Theory of Knowlegde (3/3)
GCSE – 10 A*, King Edward’s School Birmingham
English Language, English Literature, History, Maths, Geography, Dual Science, Ancient Greek, French, Religious Studies,
Ran Florio Society at Magdalen College, a prestigious poetry society dating back to the 1940s
Awarded Scholarship from Magdalen College to study Renaissance art at the British Institute of Florence (Summer, 2014)
Extensive debating experience; winner of numerous inter-school competitions; Ranked 2nd (/600) nationally in ESU Mace 2011 debating competition
"My lesson with Frank was great and I feel very confident about writing my personal statement. I would rate him a 5."
"5/5! Frank really was invaluable for the Elat preparation. He came incredibly well prepared and immediately identified areas where my daughter could improve quickly and straight forwardly. He was professional, focussed and encouraging."
In my spare time I’m a freelance writer, and my work has previously appeared in the Times Literary Supplement, The Week, The Amorist, and on the BBC!