Milo G.
ACADEMIC QUALIFICATIONS
Lycée Franco-Argentin Jean Mermoz - Baccalauréat français
French Language and Literature A*; Economics A*; Philosophy A;
University College London (UCL)
Second Year Comparative Literature with Portuguese
TEACHING EXPERIENCE
Love Learning Tutors: French; Spanish
Common Entrance: French; Spanish; Humanities
GCSE: French; Spanish; Humanities
A-Level: French; Spanish
Private Tutoring of French and English to children aged 9 to 17. 02/2022-09/2023
Led a young teenagers private class of 11 on Latin American Literature 10/22-06/2023
SKILLS & INTERESTS
Literatures and Humanities
Research Skills
Microsoft Office Skills
Reading comprehension and Written academic expression
Spanish Native
French Bilingual
Portuguese Intermediate
Interests
Theatre
Film
Philosophy
Visual art
Travel
Dance
History
WORK EXPERIENCE
Cultural Contributor, L.A. Fomo
London, UK
OCT2023 - ACT
Produce video content, conduct research, and contribute to La Fomo, a London-based digital platform dedicated to showcasing alternative culture.
Document and review London's cultural landscape, encompassing theatre, art exhibitions, and literary and musical events, through photographic and textual mediums.
Crew Team, High society
London, UK
MAR2024 - ACT
Demonstrated adaptability in a fast-paced environment, prioritizing tasks and ensuring efficient service.
Led small teams, managed orders and schedules effectively, and coordinated with kitchen staff to maintain timely service.
Enhanced communication and teamwork skills.
Education Consulting Intern, Mercado Libre
Buenos Aires, Argentina
JUL2024 - SEP2024
Contributed to an Educational Consulting project for Latin America's biggest digital marketplace, Mercado Libre, utilizing research and analytical skills to enhance a learning platform.
Collaborated with education specialists to coordinate a technology-focused project for teenagers (16-18).
Social Media Manager and Photographer, Las Flores Restaurant
Buenos Aires, Argentina
MAY2023 - SEPT2023
Responsibilities included creating engaging photographic and video content, and fostering direct communication with clients and staff to develop a unique brand narrative for the newly opened establishment.
PERSONAL STATEMENT
I first became interested in tutoring when I was asked to tutor a thirteen-year-old boy through Common Entrance examinations. His parents were particularly concerned about his performance within mathematics, however, after a few sessions it became clear that there was nothing wrong with the boy's ability and that all that was needed was for the child's interest to be stimulated. I found it immensely rewarding to see the pupil's confidence grow. And was thrilled when he received an academic scholarship to a major school. I believe that tutoring is so effective in increasing confidence as it goes beyond the syllabus and provides an environment where the subject can be tailored to the child's personality, thus encouraging a greater interest in the material. Having recently finished in education, the experiences of examinations are still vivid, and I am in a position to pass on these experiences with a fresh approach whilst simultaneously being able to relate to the anxieties of the child. This ability to relate to the child and form a bond that goes beyond the traditional bond of teacher and pupil is an integral part to the success of tutoring and to the increased enjoyment of the child and ultimately success.
Having personally experienced an incredible education through which I have learnt to love many of the subjects that I do, particularly languages, I aspire greatly to being able to help or encourage others to enjoy their education as well. Now, I know in many cases this "love" for a subject might not blossom quite as readily as mine did however, this is why I am motivated to tutor: to help others get to grips and perhaps enjoy their subjects too. It is the one-on-one aspect to tutoring which I believe makes tutoring so successful and effective for a tutee's education. It allows the tutee to gain the confidence and self-accomplishment which they may not have otherwise gained in a class of 20, as well as creating a bond with the tutor in the meantime. I have a great respect for other people's opinions and perspectives and I enjoy working with new people to gain a fresh point of view; through tutoring, therefore, I can do just this. Although I have only recently finished school, I believe this may hugely benefit my tutoring in some aspects as the majority of the work is still very much fresh in my mind and I have experienced only recently the way exams and lessons work in schools. It also means I am probably much closer in age to some of the tutees and might allow me to not only aid the tutee in their education but also to form a friendship which can only serve to benefit the tutees progress and success in their work.
Good teaching in my formative years has set me up for life, and I remember good teachers fondly. I believe I am an enthusiastic teacher who is able to make learning stimulating and fun for students of all abilities whilst still focussing on making progress. My learning plans are individualised for a student's own particular needs, and I enjoy identifying personally with high-fliers as much as with students who may be struggling in particular areas. I have two nephews, a niece and a godson who help me stay youthful whilst running circles round me! I have seen them grow and respond to new and strange situations in their lives. Hence, in my teaching I aim to nurture confidence, concentrating on positive achievements, and building on these in a supportive and trusting environment. I believe in learning as a preparation for life. It should be an integrated, holistic process, with arts, sciences and humanities coming together. I have a strong background in the arts and enjoy sharing my enthusiasm for these as much as I enjoy discussing photosynthesis, trigonometry, or the subjunctive mood. My students and I reflect on progress together, and as skills build in one area, they build in others too. We look at exam technique and revision skills, and we work on past papers if exams are approaching. I equip students with all the tools they need to realise their academic potential and to achieve to the best of their abilities, and I aim to do this within a supportive, secure and enjoyable environment.