Individual tuition is at the heart of all Greene’s courses and is taught by our professional network of tutors, all of whom are are truly passionate and knowledgeable about their subjects.
Greene’s College Oxford has over 55 years of experience in using the tutorial method. If they are not already familiar with it, Greene’s tutors are trained in its practice, and Greene’s students are constantly encouraged to develop the skill of using it.
Using the tutorial method, tutors ask penetrating questions in order to draw out knowledge from students, and enable the students themselves to recognise connections and become fully aware of the potentially large pool of knowledge they have acquired.
The diversity of specialisations of Greene’s tutors enables students to benefit from an extraordinary richness of experience and excellence in their personal tuition – and we pride ourselves in the care we take to match tutors to students’ needs.
We accept only those tutors who offer academic excellence, appropriate experience, and the most suitable personal qualities to support students. The recruitment procedure to become a Greene’s tutor is rigorous and quality is maintained through continued training.
After completing his undergraduate degree, Adrian embarked on a Ph.D. in the History department at Oxford Brookes and began as an associate lecturer at the university. He continues in this role, teaching a range of undergraduate and post-graduate courses. He recognises that a good tutor requires a range of key skills: not least patience, the ability to listen, as well as good analytical and problem solving and communication skills.
Agnieszka teaches both Government & Politics and Law. She holds an M.A. and LL.M. in law as well as a Ph.D. from Oxford Brookes where she was a university lecturer. Agnieszka is passionate about tutoring and runs the College’s debating society.
Amy has extensive experience in giving Mathematics tuition across all age groups as well as ten years of experience in the classroom. She is a qualified teacher, holding a 2-year PGCE in Mathematics Education as well as a Masters in Arts Honours degree from the University of Edinburgh. In recent years she has worked as an examiner for the Edexcel examination board. She prides herself in her ability to foster enjoyment, confidence and success in Mathematics.
Alice completed her undergraduate degree in Anthropology with minors in English and Spanish at SUNY Geneseo in 2020. After this she completed an M.Sc. in Archaeological Science at the University of Oxford in 2021 where her thesis “The Dogs of Krasnosamarskoe: The Application of Dentine Microsampling for Canid Dietary Analysis” was awarded a distinction. Alice’s love of interdisciplinary studies not only between STEM fields but in the liberal arts as well has driven her to learn and teach a variety of subjects and interact with students from many different backgrounds. Her love of tutoring and helping students achieve the best results they can by illustrating connections between subjects and relevance they have to our own lives has kept her teaching throughout her academic career and will continue to do so in the future.
Charles has relished and adopted an interdisciplinary approach throughout his academic career, putting language and communication at the centre of his work in both the Humanities and the Sciences. He completed a B.A. (Hons.) in English Language and Literature, with distinction, at King’s College, University of London, in 2016 – a degree which included studies of literary theory and praxis in language teaching. Following this, he obtained an M.Sc. in Biodiversity, Conservation and Management from the University of Oxford, for which, in 2019, he was awarded the University’s Examiners’ Prize for the Highest Overall Performance.
On the strength of his Master’s dissertation, using English and Spanish-language interviews to improve community-policy dialogues in the Colombian Amazon, Charles was employed as a researcher within the University of Oxford’s Environmental Change Institute in 2019-2020. His integrated research approach enables him to work across cultural and disciplinary boundaries, as well as to teach specialist academic and scientific English.
Duncan has a DTEFLA from Cambridge University. He has nearly 30 years EFL teaching experience in Europe, Asia and Africa, teaching everything from nursery school children to NATO military generals. He is also an experienced teacher trainer, having run CELTA courses at the British Council in Milan and training on DELTA courses. As well as teaching, he has experience of Academic Management, overseeing up to eleven English teaching centres across England over the summer. He’s spoken at a number of IATEFL conferences on different aspects of teacher development. His research areas of interest include thinking skills and educational psychology. He is passionate about learning, and developing students to fulfil their potential.
Julian has a Master’s Degree in Engineering and a Post-graduate qualification in Education from the University of Oxford. Since then he has taught Physics at a range of top independent schools in the U.K. and has been tutoring at Greene’s for the last three years. Julian is an experimental Physicist who strongly believes in learning by doing. Julian has also coached and participated in rowing and real tennis at an international level having considerable with his rowing teams.
Having studied and worked in many different countries, Lamine has a wide international education and experience. He holds a BSc qualification in Computer Science from Oxford Brookes and has been teaching Mathematics in the UK and at a range of levels for over 15 years. His particular area of interest is Decision Mathematics and logical mathematical frameworks. Lamine is a strong believer in a well structured academic programme for each of his students and takes a very careful, caring and systematic approach. He likes a “hands-on” approach to learning Mathematics and this is reflected in his tutoring at Greene’s. Lamine is a full-time Mathematics tutor for Greene’s and also runs Mathematics workshops and revision classes to help students at Greene’s consolidate their learning through practice.
Neil’s teaching career began whilst studying for his Ph.D. He taught on a number of undergraduate modules in the Department of War Studies at KCL, delivering tutorials on areas of Military History, Security Studies and International Politics. Since completing his studies in 2014, Neil has tutored full-time. He has worked with a variety of GCSE and A level students both on an individual basis and in schools, tutoring them in the subjects of History, Politics and Sociology. As his extensive experience shows, he is highly familiar with the tutorial method, is fully aware of the demands of exam board specifications, and is passionate about enabling students to develop requisite knowledge and skills. His expertise and experience allow him to tailor tutorials to suit the individual needs of students, so increasing their capacity for success.
Rowena is a chemist and after having received First Class Honours in Chemistry at the University of Oxford she went on to complete a Ph.D. at the University of Birmingham on “Zeolites and other molecular sieves for chromate remediation”. Rowena has been tutoring in Chemistry for the last ten years and during that time was also a Research Fellow in Physical Chemistry at the University of Birmingham. Rowena is also a fully qualified rock-climbing instructor.
Shelley holds certificates in Pharmaceuticals, Accounting, English and Management from different universities in China, including Shanghai Jiao Tong University and Shanghai International Studies University. She comes from a family of teachers. Her father is a retired maths professor who has inspired her love of learning and education. Since relocating to Oxford in 2006, Shelley has tutored Mandarin Chinese with many private students from early years to adults and from beginner to advanced levels. She enjoys seeing them flourish in this wonderful language. Shelley believes as a language tutor, it’s very important to form a good relationship/bond with students. This way, the students look forward to their lessons, are more willing to listen and to interact and even to do homework, therefore they learn better and quicker.
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