Hi! I'm Sholto - currently I'm undergoing a Bachelor of Arts at The University of Melbourne, and will likely pursue a double major in Politics and Philosophy. In year 12, I applied for an early entrance offer to the Australian National University (ANU) in Canberra, and received one, before receiving another offer from the university based on my year 12 marks for a Politics, Philosophy, and Economics course. However, I rejected these to study in Melbourne instead, as I preferred the looser, more self-directed structure of the University of Melbourne. In year 12, I completed the Victorian Certificate of Education, and my best subjects were English Language (42), Global Politics (41), and Extended investigation (43). All of which I believe equipped me extremely well for my future, and ignited further a passion for learning. I also completed History: Revolutions as an early subject, which I absolutely adored and still do. My teaching style is motivated first and foremost by a belief in the importance of passion in learning, however, I strongly believe in striking a balance between traditional and contemporary models of education. It certainly isn't enough to simply memorise, line by line, formula by formula, the content of a specific subject. This doesn't teach students how to learn, nor does it propel them into a disciplined routine of commitment and self-motivation, both of which are crucial to success in tertiary education. However, it's also important to remember that VCE is nothing if not an intensive program of study, as is the IB. Even if students aren't yet studying for or going through such a program, the very basis and focus of their education thus far is on the successful completion of either one of these certificates - whether we like it or not, these remain the primary measures of success in secondary education. Thus the importance of a balance, or, more accurately, a combination in teaching styles. It's utterly important to me, and to the ability of students to self-motivate, self-regulate, and commit in the absence of secondary school structure, that students discover their fundamental passions in learning - wherever they may lie. Yet tutors should, simultaneously, aid students in the fundamentals of secondary education as such - memorisation, formal analysis, and the key structural styles to questions or responses that are necessary to success in VCE or IB. That is, put simply (or perhaps at too much length) how I can help as a tutor. Having graduated from a public secondary school where structure was perhaps... not the primary concern, I learnt to motivate, discipline, and regulate myself in my learning. I relied on the passion that I had for knowledge, for the content and the connections I could make with it, in order to pursue excellence as much as possible. I learnt the importance of self-reliance, independent learning, and an ability to commit to all work regardless of external motivation. These factors, in addition to my love of education, teaching, and learning as a whole, mean that I am in an excellent place to help students excel, to achieve their best, and to build lifelong academic skills that will remain vital to their success in all walks of educational life.