Emmelianna

I grew up in England and studied Psychology at Goldsmiths, University of London, where I graduated with First Class Honours and received the course prize for Best Dissertation.

During my degree, I developed a particular interest in child development and neurodevelopmental conditions. Alongside my studies, I worked as a teaching assistant in primary and secondary schools across London and supported children with Special Educational Needs through the Lambeth Play Association. This was the beginning of a career in education that has now spanned more than 20 years.

After graduating, I became a Postgraduate Research Scientist at Goldsmiths, researching childhood autism in the UK and Kenya. I subsequently completed an MSc in Wild Animal Biology at the Royal Veterinary College and Institute of Zoology, graduating with Distinction and receiving the course prize for Best Research Project.

I then moved to Southeast Asia to work for the Zoological Society of London, managing a large-scale conservation project focused on protecting otters and aquatic habitats. As part of this work, I developed and delivered education programmes, created resources for schools and trained national park staff.

I also authored a children's book about otters, which was translated for use in schools in Vietnam, Malaysia and Thailand.

I later completed a PhD in Biochemistry at Manchester Metropolitan University, researching chemicals in biological and environmental systems, and worked as a Specialist Policy Advisor for a governmental organisation, providing scientific expertise and research to inform environmental policy. I also designed and delivered educational outreach events to engage the wider community with scientific issues, and led a Journal and Hot Topics club helping colleagues explore new concepts and develop critical appraisal skills. I now co-run a specialist wildlife health consultancy, providing scientific advice and training to conservation organisations.

Alongside my scientific career, education has remained a central part of my work. I have been tutoring privately for more than five years, both online and in person, specialising in Biology, Chemistry and Psychology across GCSE, IGCSE, A-level and International Baccalaureate programmes. This includes IB Biology at both SL and HL, as well as preparation for 11+ and 13+ entrance examinations.

I have particular experience supporting neurodiverse learners, including students with autism, ADHD, dyslexia, dyscalculia and dyspraxia. My earlier work in schools and research into child development and neurodevelopmental conditions have given me a strong understanding of the importance of adapting teaching to the individual student.

Alongside private tutoring, I have taught regularly at the Royal Veterinary College since 2011, delivering lectures and small-group teaching on Master's programmes and supervising MSc and PhD research projects. I have also lectured at universities in the UK and Europe, trained students and colleagues in scientific techniques, and mentored early-career scientists. I recently completed a Diploma in Teaching and Learning in Higher Education at the Royal Veterinary College. I am a member of the Royal Society of Biology and Royal Society of Chemistry and remain actively engaged with current scientific research and professional development.

Overall, my experience in education spans more than 20 years and encompasses a wide range of learners, from primary-school children and students with Special Educational Needs through to GCSE and A-level students, university undergraduates, Master's and PhD students, and professional scientists.

I am passionate about making learning engaging and accessible while helping students develop genuine understanding and confidence and curiosity. I draw on my scientific expertise and extensive teaching experience to tailor lessons to each student's needs, interests and goals.

Having worked with students of very different ages, abilities and goals for more than 20 years, I have found that there is no single approach to teaching that works for everyone. I adapt my lessons to the student's age, ability, interests, learning style and, most importantly, what they want to achieve. My teaching style is calm, clear and supportive, while remaining appropriately challenging and highly structured where needed.

With younger students, I tend to make lessons highly interactive and hands-on. Where appropriate, I carry out simple experiments together, either online or in person. For example, I might use a “jumping slime” activity to introduce ideas about atoms, electrical charge and the properties of materials. I use demonstrations, games, videos, diagrams, questioning and scientific challenges to encourage children to make predictions, investigate what happens and think like scientists, rather than simply being given the answers.

As students get older, I adapt these activities to help make more complex concepts accessible and memorable. For example, I have used an activity in which students build a “protein” necklace using “amino-acid” beads while following a genetic code to explore protein synthesis. I might also use practical demonstrations, such as investigating how potatoes respond to different salt concentrations, to help students understand processes such as osmosis and cellular transport.

These activities are not used simply to make lessons entertaining; they are carefully chosen because they help students visualise and understand concepts that can otherwise feel abstract, while encouraging them to ask questions and make connections for themselves.

For students preparing for examinations, my approach becomes more focused and diagnostic. I identify gaps in knowledge and misconceptions, then use targeted questions, past papers and regular feedback to address them. I also help students develop effective revision strategies and exam technique, including how to interpret command words, structure answers, apply knowledge to unfamiliar situations and learn from mistakes.

For students with longer-term academic goals, my support may extend beyond the immediate curriculum. This might include developing independent research skills, exploring super-curricular opportunities, preparing personal statements or thinking about university applications.

I also have considerable experience supporting neurodiverse learners and adapt lessons according to the individual student's strengths and needs. This might involve changing the pace or structure of a lesson, using more visual material, breaking complex tasks into manageable stages or providing additional opportunities to revisit and practise difficult concepts.

Whatever the student's age or goal, I aim to create a supportive environment in which they feel comfortable asking questions and making mistakes, while also encouraging them to think independently and challenge themselves. Ultimately, I want students to leave my lessons not only knowing more, but feeling more confident, curious and capable as learners.

I work full-time as a private tutor, so tutoring is my main professional commitment. I also co-run a specialist wildlife health consultancy, providing scientific advice and training to conservation organisations. My consultancy work is flexible and project-based, allowing me to maintain a flexible schedule for tutoring.

I am therefore able to offer lessons at a range of times during the week, including weekdays, evenings and weekends.

When I am not working, I enjoy hiking, camping and spending time outdoors. I have a lifelong interest in wildlife and conservation, particularly enjoy exploring new places, watching wildlife and learning more about the natural world.