This student is a middle school student who aimed to gain entry into a prestigious institution.
She has been with our school for the past six months, and despite achieving her immediate goal, she expresses a desire to continue with lessons over the summer to continue improving.
She has a quiet disposition and exhibits the commendable traits of studiousness, diligence, and determination.
Initially, her English proficiency was notably low, which was primarily demonstrated in her short, factual responses to questions rather than in a conversational exchange. Her reading speed was relatively slow, posing an issue when answering questions under time constraints.
Yet, given ample time, her near-flawless answers were a testament to her understanding of the tasks.
Although she was competent in Maths, her scores didn’t reflect this, a situation caused by the technical English vocabulary required in Maths-based questions. Our approach was centred on re-assessing and aligning our educational methods according to the student's unique goals, requirements, and her schedule. This meant that over the course of the program, the content of her lessons changed dramatically.
We offered a spectrum of modules including Vocabulary Enhancement, Writing Techniques, Reading Comprehension, Debate, Interview Practice, Conversational Tips, Letter Formation, and Speech Training, as well as Maths. I focused on speech elements such as pause fillers, tone, and intonation to facilitate more casual and calm responses as opposed to hurried, memorised ones.
