Claire Z.
ACADEMIC QUALIFICATIONS
Stanford University
BA in Classics and Economics, expected to graduate in June 2026
Current GPA: 4.0 (out of 4.0)
Westminster School
A Levels in Mathematics (A*), Further Mathematics (A*), History (A*) and Latin (A*)
Wycombe Abbey School
GCSEs in Mathematics (9), Further Mathematics (9), English Language (A*), English Literature (A*), Chemistry (9), Biology (9), Physics (9), Latin (9), Greek (9), Mandarin (9), Music (A*), History (A*)
TEACHING EXPERIENCE
Common Entrance: Maths, English, Latin, History
GCSE: Maths, Latin, History
A-Level: Maths, Further Maths, Latin, History
Volunteer Tutor at Mentor Jr
SKILLS & INTERESTS
Academic Writing
Public Speaking
Communication
Mandarin (native speaker)
Medieval History
Discrete Mathematics
Piano
Running
WORK EXPERIENCE
Undergraduate Research Assistant at Stanford University, Department of History (January 2023 – Present)
PERSONAL STATEMENT
My first experience with tutoring occurred in the midst of the Covid-19 pandemic when I was asked to help a twelve-year-old boy based in Romania with his Chinese exams. He had previously enjoyed taking Chinese as an elective at his local language centre. However, because of the pandemic, the language centre had closed down, and the boy was unable to continue his studies as the language was not offered at his school. His mother therefore reached out to me through a tutoring agency and asked that I help out. At first, he was understandably reluctant to learn due to the disruptions to his education. However, his interest was soon stimulated after I incorporated Chinese poems and articles about Chinese culture into our sessions. He soon began to conduct his own research on linguistics and character writing in his own time and presenting his findings to me. In the end, I think I learnt as much from him as he did from me.
From this experience, I realised that tutoring’s effectiveness comes from its ability to pique a student’s interest by going beyond the conventional classroom syllabus, thus creating an environment where the subject can be tailored to the child's personality. Having recently completed my A levels, I still vividly remember all the struggles of taking examinations under a highly pressurised environment. Thus, I am able to relate to the anxieties of the pupil, and all the different learning strategies and exam techniques are still fresh in my mind. This ability to relate to the child allows us to form an empathetic dynamic that goes beyond the traditional bond of teacher and pupil, which is an integral part to the success of tutoring and to the enhanced learning experience of the pupil.
The moments where I fell in love with the subjects that I study happened when my teachers went beyond the conventional classroom syllabus when we let ourselves briefly veer away from the textbook and discuss, for example, the works of female poets in our Latin lessons centred around Tacitus and Virgil, 11th-century architecture during our History lessons about the Norman conquest, or the practical applications of matrices in our Maths lessons. Having greatly treasured these experiences, I aspire to help others to also enjoy their education, which, in turn, will deepen their understanding of syllabus materials and thus improve exam performance. I know that in many cases, this "love" for a subject might not blossom quite as readily as mine did. However, even in the subjects that I was not as passionate about, I always managed to find some topic within the subject that inspired me to explore the subject further; thus, I am determined to work with the student to find their own topics that inspire them. By doing so, I hope to nurture the student’s confidence, creating a supportive and trusting environment where the student can grow and succeed academically and personally.