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Sean
- Rate 169 GHS
- Response 1h
-
Students2
Number of students Sean has accompanied since arriving at Superprof
Number of students Sean has accompanied since arriving at Superprof
169 GHS/hr
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- English
- Reading
- Literacy
- Modern Literature
- Classics
College/High School English/Social Sciences Teacher with Seven Years Experience in Helping Students Gain Admittance to Elite Institutions (Harvard, Wharton, McGill etc.)
- English
- Reading
- Literacy
- Modern Literature
- Classics
Lesson location
About Sean
The regular opportunity to share in another person’s discovery of the world and to inspire an interest in the cultures we have built, the histories we have endured, and the lives that have left the deepest impressions, is, I believe, one of the deepest satisfactions a human can experience. I don’t teach for adulation that is unlikely to be forthcoming, I teach to accumulate the small personal satisfactions that constitute a single class or school day, and the gratification that comes with seeing a student or classroom develop their capacities, understanding, identity and self-reflexivity over the course of weeks, months and years.
Teaching is a profession that particularly benefits from proficient communicators, who question our certainties and gently challenge presumptions, patient and thoughtful individuals who foster and maintain an active interest in the world and the society we unavoidably share. My experience in the classroom has affirmed that this is a strong feature of my classroom identity.
My classroom praxis combines the dynamic, vigorous, energetic and charismatic approach of the former teachers who left the deepest impression on me – teachers who particularly excelled in ‘making the material come alive’ - with the most sophisticated and current contemporary pedagogical innovations.
My experience has demonstrated that the inevitable result of this approach are students who are more interested, engaged, self-actualized and cooperative because they are given the means to intuitively grasp the reasons why they are present in class. They can appreciate both their own growth as well as how this process facilitates further meaning-creation in their lives.
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About the lesson
- Primary school
- Junior high school
- SHS 1
- +6
levels :
Primary school
Junior high school
SHS 1
BTS
University education
Adult Education
Master's degree
MBA
Pre school
- English
All languages in which the lesson is available :
English
My aim with students has never merely been to ensure that they could achieve impressive grade-level standards. Rather — amidst workshopping grammar, vocabulary, punctuation and structure challenges unique to the individual — my focus is in teaching the techniques and approaches to verbal and written communication that ensure superior style and grace, even by fluent adult English-speaking, academic or professional standards. My seven years of experience in doing just this has affirmed that nearly every student is capable of not just being a good writer by the standards of their peers, but rather by the standards of professional writers.
My assistance with both English as Second Language students as well as native speakers seeking to improve their academic writing has played a large part in students achieving admittance to elite institutions such as Harvard, Oxford, Berkeley and McGill Universities as well as The Wharton School (video testimonials available upon request).
Studies in the field of education and neuroscience have demonstrated time and again that rote (repetitive) learning is ineffective in comparison to the centrality of meaning-creation in the learning process (ex. the large majority of your memories are stored because they are in some way meaningful to you). My approach centralizes the role of meaning-creation. This means we utilize materials that are more interesting or relatable to the individual instead of standardized materials. This has the benefit of being a more enjoyable experience than some less-effective (I would say outdated or outmoded) forms of traditional teaching.
I’m not a teacher who hands endless worksheets for students to fill out and leaves it more or less to that. Instead, I place great significance on being self-aware about the philosophical and scientific underpinnings of our mutual approach to writing improvement. This focus, far from being a waste of time, has proven in my experience to be the very best method of unlocking an individual’s expressive abilities. It is not good enough to simply ‘remove all error’ from one’s communication - that, at best, can only make you a decent or average writer - it is instead essential to learn how to conceptualize one’s approach to communication if one aims to achieve results that will impress oneself as well as others. It is this conceptual approach that tends to differentiate my teaching from that of others.
Some of the explored concepts include: understanding one’s audience (a.k.a. rhetoric; understanding their psychology); eliminating wordiness (inefficient communication); demonstrating adequate caution in one’s statements; learning academic and professional writing standards; avoiding pretentiousness and empty, overwritten writing; the importance of showing vs. telling; understanding when and where to use more simple or complex diction (word selection); understanding formality; the selection process to find and gather one’s superior ideas to express; structuring the communication of ideas to increase coherency and comprehensability etc.
I also specialize in teaching students who struggle with understanding the meaning and significant of literary texts. I emphasize a reconstruction of our understanding of the very purpose of literature (what aim does it serve for both reader and writer alike) and art itself to better comprehend what one is to pay attention to in order to deconstruct the meaning and significance of texts.
For essentially my entire life, my personal passions have been overwhelmingly centred within the humanities, contemplating the intersections of truth and beauty. These are the subjects and issues to which I have never waited to be compelled or coerced – they are a reflection of, and central to, my very self-expression and identity. My strong desire to teach is the natural outgrowth and result of my cultivated passions for the liberal and fine arts. As such, I have a deep interest and background in the humanities and social sciences at large and thus I am qualified to provide assistance at the high school and undergraduate levels in the following fields: history (which I have a degree in), philosophy, psychology, sociology, anthropology, political science and political economy.
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Rates
Rate
- 169 GHS
Pack prices
- 5h: 845 GHS
- 10h: 1690 GHS
online
- GHS169/h
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