NCEA Biology Tutoring online - 3rd year Biomedical Science Student at the University of Auckland

Find out more about Sophie

• When did you develop an interest in your chosen field and in private tutoring?

  I've loved reading and writing for as long as I can remember, my parents still tease me about how I used to read at the dinner table and get told off for not putting my book down. I was always the kid coming home from the library with a stack of books taller than me, and I spent hours writing stories just for fun. English felt like something I clicked with naturally, especially when it came to creative writing and unpacking deeper meanings in texts. As I got older, that love turned into a real interest in helping others find the same confidence and enjoyment in English. Tutoring gave me a way to combine something I've always loved with something meaningful, supporting students to not just improve their grades, but actually get the subject.

• Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  I love teaching English, and I especially enjoy working with students on their creative writing and essay skills. Helping someone shape their ideas into something clear and powerful, whether it's a story or an argument, is really satisfying. I also love getting students ready for NCEA exams; once you understand a text inside-out, it's actually kind of fun being able to take on any question they throw at you. It's like unlocking a puzzle. I'll be honest, I'm not the biggest fan of the more pedantic stuff like grammar rules or spelling drills, they're not the most exciting part of the subject for me, but I do know how important they are for building confidence and structure in writing, so I make sure we cover them too.

• Did you have any role models; a teacher that inspired you?

  One of the biggest inspirations for me was my Year 11 English teacher. She had such a fearless and refreshing approach to literature; she wasn't afraid to dive into uncomfortable or complex topics, and she encouraged us to do the same in our writing. She was also incredibly generous with her time and support, always willing to read my work and offer feedback. She helped me realise I had a natural strength in writing, and she pushed me to nurture that creativity, even while pursuing a more logic-based degree like biomedical science. We've stayed in touch, and I still send her some of the things I'm working on. As a tutor, I try to bring the same energy into my sessions, really encouraging students to express themselves, showing them their writing has value, and helping them grow confident in their own voice. Her impact taught me that good teaching is about more than just the subject; it's about really believing in your students.

• What do you think are the qualities required to be a good tutor?

  I think being a good tutor comes down to patience, adaptability, and relatability. Every student learns differently. I'm a visual learner myself, so I love mind maps and colour-coded notes, but I know that what works for me won't work for everyone. Tutoring means being flexible and trying different approaches until something clicks. Being close in age to my students and having recently gone through NCEA also helps. I remember how stressful it can be; I think relatability builds trust, which makes learning feel more enjoyable.
  
  Good tutoring is also about communication, explaining things clearly, but just as importantly, listening to what students are really struggling with, even when they don't know how to articulate it themselves. Encouragement and consistency go a long way. Especially in English, where confidence can be low, I aim to make learning collaborative and enjoyable. I truly believe every student has creative, insightful ideas; they just need the right tools and a bit of patience to express them.

• Provide a valuable anecdote related to your subject or your days at school.

  In Year 11, I remember sitting my first NCEA unfamiliar text practice exam and feeling like I'd done really well, only to get the result back and realise I'd completely missed the mark. I'd put a lot of effort into studying, so it was frustrating. One question asked what was in the room described in the text, and I wrote things like "guilt" and "sadness," thinking I was being insightful, but the actual answer was a chair and a clock. That moment really stuck with me because it showed me that even if you work hard, you also need to understand what the exam is actually asking. It taught me the value of targeted exam practice and clear interpretation, something I now emphasise when I tutor students. Luckily, with help from my English teacher and a bit of a mindset shift, I improved a lot by the final exam!

• What were the difficulties or challenges you faced or still facing in your subject?

  One of the ongoing challenges I face in English is constantly coming up with fresh, insightful ways to approach texts, especially since my students often study different novels, plays, or films. NCEA puts a strong emphasis on original analysis and deeper understanding, which I think is a great goal, but it can be tough to keep finding new angles, especially with texts I've looked at many times before. That said, I've found that tutoring actually helps with this. Bouncing ideas off my students often leads to perspectives I hadn't considered myself, and I love how that makes our sessions feel like a real exchange rather than just me talking at them. It keeps things dynamic and reminds me that learning is always evolving, even for the tutor.

• Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  Teaching has become a passion of mine, especially in English. English has always been a subject I've loved, it gave me space to be creative, reflect, and connect with ideas in a personal way. Now, I get to help students do the same, even those who think they're "not English people." I enjoy working with students who are convinced they're bad at English, and helping them realise they're more capable than they thought.
  
  
  
  I know how frustrating it is when a subject doesn't come naturally, math was always that for me. Just like how my brain shuts down at complex equations (especially ones with letters), I can imagine how hard it must be for students who are more logic or numbers focused to suddenly be asked to interpret symbolism or write an emotional personal response. That's why I try to meet them where they're at and show them that English isn't just about metaphors or hidden meanings, it's about building real skills like critical thinking, communication, and self-expression. Even for students heading into science or business, being able to express yourself clearly is valuable. A lot of people think English doesn't matter, especially when they're being forced to take it, but I believe the skills it teaches are useful long after the final exam.

• What makes you a Superprof (besides answering these interview questions) ?

  What makes me a Superprof is the level of care and commitment I bring to my students. I genuinely go above and beyond, whether it's spending extra time outside of lessons giving detailed feedback on practice essays, helping students polish their internals, or brainstorming ideas with them late at night before a deadline. When I see students really putting in the effort, I feel inspired to match that energy and support them as much as I can. I'm also incredibly patient. I know that not everyone picks things up straight away, and that's okay. I firmly believe every student has valuable, insightful ideas, and my job is to help them find the best way to express those ideas clearly and confidently. I try to create a space where students feel safe to make mistakes, take creative risks, and ask questions they might be too nervous to ask in class. I'm also adaptable in how I teach, whether that means turning a dense essay question into a visual mind map or finding real-world examples to make a text feel relevant.