Isio J.

ACADEMIC QUALIFICATIONS

Queen Mary University of London
BA (Hons) Politics and Sociology
Expected: First Class Honours

College
Access to HE Diploma in Psychosocial Studies (Psychology and Sociology)

Secondary School
GCSEs: English Language (A), English Literature (A*), Mathematics (A), Biology (A), Chemistry (A), Physics (A), Citizenship Studies (A), Spanish (B), Geography (B), Latin (B), Media Studies (A) and IT (A*)

TEACHING EXPERIENCE

Love Learning Tutors
English, Maths, Politics, Sociology
Common Entrance: 7+, 11+
GCSE: Maths, Politics, Sociology

MyTutor
GCSE Maths, English

Tutoring Family Members
EFYS, KS1, KS2: English, Maths

SKILLS & INTERESTS

I am an avid reader and self-confessed bookworm. These days I tend to read a lot of non-fiction, but I am rediscovering my love for fiction, especially literary fiction and fantasy. I have a deep love of music and regularly attend concerts across a wide range of genres including pop, alternative and rock, with a particular passion for K-pop (my favourite groups are ATEEZ and SEVENTEEN). I also enjoy watching K-dramas and reality TV, as well as social documentaries and political thrillers, alongside reading and writing in my spare time. In my younger years, I took violin lessons, which helped nurture my interest in the arts. English is my native language, and I am currently a beginner learner of Spanish and Korean.

WORK EXPERIENCE

I have worked as a supermarket Sales Assistant in a busy superstore, regularly helping customers find what they needed and resolving queries on the shop floor and at the tills. This experience strengthened my ability to communicate clearly with people of all ages and backgrounds, stay patient and calm under pressure, and explain things in a straightforward way. I have also worked as an Administrative Assistant for a mid-sized market research agency, where I supported the team by organising information and preparing documents for meetings. The role developed my attention to detail, time management and confidence working with data, skills that translate over to my tutoring work at present.  

PERSONAL STATEMENT

From as early as I can remember, I have loved learning. I was the child who genuinely enjoyed school, whether that meant falling down online rabbit holes, designing my own mini research projects or writing stories for fun. I have always been curious about how the world works, which naturally led me to study Politics and Sociology at university, but that curiosity has never been limited to one subject. I simply enjoy thinking, asking questions and finding ways to understand the world more deeply, and I find it incredibly rewarding to share that feeling with others.

Tutoring grew out of this, rather than arriving as a sudden decision. With my younger nieces, it started informally: helping with reading, homework and times tables, then gradually turning into more intentional lessons. I quickly realised that worksheets alone were not enough to keep them engaged, so I began to experiment with games, videos, visual aids and lots of conversation. If something did not click the first time, we would try a different route together. Over time, I have seen their confidence grow, their grades improve and, most importantly, their attitude to learning change. They now look forward to our sessions and sometimes ask me to tutor them just for fun!

Alongside this, I have tutored GCSE English and Maths online with Year 11 students preparing for their exams. Many of them were feeling anxious, convinced they were 'just bad' at a subject or overwhelmed. My approach was to slow things down, break ideas into manageable steps and show students that there is always a way in, even with topics that feel intimidating at first. In English, this might mean unpacking a poem line by line and turning analytical terms into plain language; in Maths, it can be walking through problems systematically and spotting patterns together before we move to timed practice. I like to combine clear explanations, lots of examples and exam-style questions with space for discussion, so students understand not just what the answer is, but why it works.

My background in Politics and Sociology shapes the way I teach. These subjects constantly ask you to question assumptions, look for links between ideas, and connect abstract theories to real life. I try to bring the same mindset into tutoring by encouraging students to ask 'why', make connections between what they learn in class and what they see around them. Having come through the state system and Access to HE course before university, I also understand that educational journeys are not always straightforward. That experience has made me especially empathetic towards students who doubt themselves or feel that school 'isn’t for them'. I want my students to feel that our lessons are a safe space to make mistakes and feel no shame in trying again.

I would describe my tutoring style as patient, collaborative and adaptable. Furthermore, I am happy to be as creative or as structured as a student needs, whether that means using unconventional examples to bring a topic to life or focusing closely on exam technique and revision planning. My aim is for students to finish each session feeling more confident, more in control, and a little more curious than when they started. Ultimately, I do not just want to help students achieve better grades – though that matters, of course – but to help them rediscover that learning can be interesting and fun, no matter where they are starting from.