Keigo S

ACADEMIC QUALIFICATIONS

University College London, BA Philosophy (Ethics, Metaphysics, and Philosophy of Language)

Tamagawa Academy International Baccalaureate Course, IB Diploma Score: 39

Woodcroft College

TEACHING EXPERIENCE

Tamagawa Academy Student Mentor Scheme

English and Mathematics

Love Learning Tutors

Cambridge International AS Level Japanese Language

A-level Philosophy

International Baccalaureate Philosophy

GCSE Religious Studies

International Baccalaureate Environmental systems and societies (ESS)

Skills and Interests

Philosophy, art, reading, skiing, cooking Japanese food, and walking and sitting in Regent’s Park.

Work Experience

I have worked in IKEA as Bistro Sales in Yokohama, Japan

PERSONAL STATEMENT

Learning is an action, and any action needs sufficient motivation in its origin. On the other hand, good learning requires something more: it has to be an effective action, that is, the sufficient motivation accompanied by the effective execution. Based on this thought, I believe that the job of a tutor is to help students with their motivation and to learn in an efficient way, as well as to teach them the actual contents. Through communication, a personal tutor finds what is the best for an individual student. While the school system provides education for all students in a structural way, its curricula is designed for the mass of students, but not for the individual, which often ends up in some problems in terms of motivation and performance. When I started the International Baccalaureate course in my high school, that was the sort of issue I had struck. For me, who grew up in Japan and had little exposure to English until then, it was a completely new and challenging programme. In fact, I saw lots of my classmates fall into bad feedback: they could not keep up in a lesson, which makes the next week even more difficult to keep up, and so on. The reason I did not fall into that bad habit is owing to the presence of the passionate personal tutor. She had helped me with mathematics, which she had studied at university and enjoyed a lot. I remember that her passion in what she does really helped me with my motivation. It was rather the attitude to learning in general, the joy of study, that was contagious. Perhaps, it might be natural to find it difficult to motivate yourself if everyone around you is expressively unmotivated in what they do. With the help of her fun personality, I enjoyed her lessons and had quality study. And soon I found myself in the good feedback: the more motivated and prepared you are, the better outcome you gain, which keeps you further motivated. Now, I have become a passionate tutor. I love philosophy and I love learning new things. The theme of my lesson is efficient study. We will hit the critical point by sufficient planning and organisation: we utilize syllabus and other resources to understand what exactly an examiner wants, and examine what a student needs to achieve it. I believe the efficient methodology makes study effective because you need to spend to less time on study, and the quality of the study increases. I managed to attend the skiing society for 6 years throughout high school and college while studying daily. I know how demoralising it is to sit for long hours in front of things you don’t understand. Yet my experience is personal to me, I believe it has universal appeal to some degree. I wish to contribute to others' experience in learning, and hope my students enjoy their study as much as I enjoy teaching them.