

Silvia-Ioana's profile and contact details have been verified by our team
Silvia-Ioana
- Rate R435
- Response 2h
-
Students7
Number of students Silvia-Ioana has accompanied since joining Superprof
Number of students Silvia-Ioana has accompanied since joining Superprof

R435/h
Unfortunately, this tutor is not available
- Maths Logic
- Algorithms
- Quantitative methods
- Applied Science
Final year MNeuroscience student offering tutoring in logic, reasoning and argumentation for students up to 2nd year undergraduate level in Cardiff/Bristol/London or online.
- Maths Logic
- Algorithms
- Quantitative methods
- Applied Science
Lesson location
About Silvia-Ioana
At this time, most of my activities revolve around my MNeuro research, which is based on my original proposal. I am investigation the dynamics and regulation of a kinase cascade during neurodevelopment and the ramifications this has on neurodevelopmental and neuropsychiatric pathologies. Feel free to ask me questions about it, but be wary - it may lead to a very long albeit entertaining discussion which, ironically enough, ultimately covers topics in almost, if not all subjects I tutor for.
Fields in neuroscience that I am wildly passionate about include neuropsychopharmacology, systems neuroscience neuropsychiatric and neuropsychiatric disorders.
two truths and a lie about me:
-attended art school for 10 years;
-my favourite subject I teach is cell bio;
-own a pick up truck;
let me know what you think when we meet (this happens to help in understanding and adjusting my method for you).
As you may have noticed, I teach subjects falling under fields ranging from life and health sciences to geometry and all the way to philosophy or art.
This 'multidisciplinarity', these seemingly scattered, random interests and my knowledge on them are the reason I am able to easily make some links and connections many people may have difficulty with; this phenomenon made me understand that heterogeneity is key to the way we ultimately process information.
My approach is based on this belief and therefore it is my attempt to change my approach and delivery to fit each student.
Teaching to me is both crucial and highly specific for each individual - what someone will understand from, say, a lecture, will depend on the information itself, the way it was delivered, the environment in which the act took place (extrinsic) and then how these aspects fit to their particular dynamics, mechanistics and conformation in thought framework (intrinsic).
Selfishly, I must admit I love teaching as it helps my own process in learning and understanding. The furthest away i.e. the less knowledgeable the person is from the subject, the more accurate measure of my understanding in that subject. Sometimes I like to explain something very specific about my research to people who could not be more outside of the area, and not only it would help by demonstrating the level to which i understand the subject; asking them for their opinion on the matter can lead to the most helpful resource you can ever use - a key and a lock to your own mind.
p.s. that was indeed very corny, I do apologise
About the lesson
- Matric/GCSE
- AS Level
- A Level
- +4
levels :
Matric/GCSE
AS Level
A Level
Secondary
BTech
Adult education
Undergraduate
- English
Languages in which the lesson is available :
English
My teaching method is ultimately based on taking the time in observing the structure and modulation in the student's thought process to tailor the delivery of the content in question.
Being a very calm, patient individual, I am more than happy to answer any questions and spend however long to make sure that the content is indeed truly understood and digested by the student. Furthermore, I am hugely analytical by nature and any suggestion that an aspect may be unclear to the student will immediately drive me to to dig however deeply is necessary to identify and clarify that aspect, however discrete it may be.
Upon request, I can additionally:
-> help the student explore the subject further by either developing a highly specific, applied workflow/plan and/or practical implications (depending on each case);
-> provide tailored, well-structured notes prior to the lesson to facilitate a more streamlined experience.
EXP
3 years experience teaching undergraduate level medical & life sciences students in:
-logic, reasoning and argumentation;
-scientific method, science communication,
-ethics in research;
-philosophy of knowledge, hermenutics, epistemology;
-systems theories including systems neuroscience;
-differential diagnosis and treatment;
6 years experience in tutoring GCSE and A leve students in:
-logic, reasoning and argumentation;
-philosophy of knowledge, hermenutics, epistemology;
-systems theories and integration;
-geometry, trigonometry, differential ecuations;
-organic chemistry;
-human biology;
-physics;
-art history.
Rates
Rate
- R435
Package rates
- 5h: R1957
- 10h: R3804
online
- R326/h
travel
- + R50
Details
Proof of payment for particular travel cost will be provided to the student for reimbursement on up to £50 of costs (any cost of travel above will be covered by me).
Due to the current public health situation, lessons are only available online for the time being. Exceptions apply if the student's particular circumstances would significantly hinder the quality of the session unless delivered in an in-person format; in this scenario, I require proof of a NEGATIVE Lateral Flow SARS-CoV-2 Antigen Test taken up to 24 hours and no later than 12 hours before the start of the session - I will, naturally, provide the student with this information as well; furthermore, depending on weather condition and location, sessions may be suggested to take place outdoors (social distancing, NO masks) or indoors (both social distancing AND masks required, unless student can demonstrate a valid exemption certificate).
Lesson structure* (60 minutes total):
1. setting the tone by providing a brief overview of the context and listing general aspects to be covered (5 min)
2. aspects covered (generally in order of chronology/specificity) (45 min)
3. summary/quiz on concepts discussed (5 min)
4. questions and/or open discussion (5 min)
**5. application/further plan (5 min)
* lesson structure is variable depending on each student***, particular content and student's specific requests;
**extra time - no charge;
***first lesson structure:
0. meeting and observing student's thought process and cascade (15 min)
1. set the tone by providing a brief overview of the context and listing general aspects to be covered (2 min)
2. aspects covered (generally in order of chronology/specificity) (35 min)
3. summary/quiz on concepts discussed (3 min)
4. questions and/or open discussion (5 min)
**5. application/further plan (5 min)
Similar Maths Logic tutor profiles
Nhlanhla
Benoni & online
- R150/h
- 1st lesson free
Primerose
Pretoria & online
- R150/h
- 1st lesson free
Imraan
Cape Town & online
- R350/h
- 1st lesson free
Yusuf
Sandton & online
- R250/h
Linda
Kempton Park & online
- R250/h
- 1st lesson free
Kayleigh
Cape Town & online
- R180/h
- 1st lesson free
Ayo
Germiston & online
- R250/h
Allan
Cape Town & online
- R150/h
- 1st lesson free
Glodia
& online
- R200/h
- 1st lesson free
Tracy-Lee
Alberton & online
- R450/h
- 1st lesson free
Jabulani
Randburg
- R290/h
- 1st lesson free
Tshinakaho
Kempton Park & online
- R150/h
- 1st lesson free
Siphelele
Makhanda & online
- R200/h
- 1st lesson free
Priest
Germiston & online
- R100/h
- 1st lesson free
Ikechukwu
KuGompo City & online
- R50/h
- 1st lesson free
Olwethu
Pinetown & online
- R150/h
- 1st lesson free
Matshidiso
Sebokeng & online
- R299/h
- 1st lesson free
Danika
Cape Town & online
- R250/h
- 1st lesson free
Makatleho
Maseru & online
- R150/h
- 1st lesson free
Sithembile
Newcastle & online
- R180/h
- 1st lesson free
-
See Maths Logic tutors
