Our Tutors - Emily Glezer

Emily, Economics - University of Cambridge

Hello! I’m Emily, and I recently completed an MPhil in Economics at the University of Cambridge, after graduating with First Class Honours in Economics from UCL, where I finished in the top few percent of my cohort. Before university, I completed the IB Diploma with 44/45, including 7s in Higher Level Economics and Mathematics AA. Alongside my studies, I have held research roles at UCL Policy Lab, Imperial Business School, Core Econ, IFS and Stone Centre, and spent three years working as a researcher in the House of Lords. These experiences have strengthened both my subject knowledge and my ability to explain complex ideas clearly and concisely.

I have been tutoring Economics and Mathematics for over three years, working with students from primary and secondary school through to GCSE, A Level and IB. I also support students with university applications, particularly for Economics and related subjects. My first formal teaching role was in UCL’s Economics department, where I mentored fifteen first-year students before going on to lead and train a team of twenty mentors, work for which I was nominated for the university’s Unsung Hero Award. I have also written assessment material for CORE Econ’s The Economy 2.0, which is used at more than 500 universities and schools worldwide. Producing exercises, multiple-choice questions, and worked solutions has given me useful insight into how questions are designed, what they test, and where students most commonly lose marks.

What I enjoy most about tutoring is working out exactly where a student is getting stuck and finding an explanation that makes the idea click. I have taught students with very different levels of confidence and ability, from those who need to rebuild the foundations to those aiming for the highest grades. My lessons are structured, but also flexible. I use a combination of slides, textbooks and a whiteboard to work through problems step by step, and I mark written work closely against the relevant mark scheme so students can see precisely where marks are gained and lost.

Above all, I want students to feel comfortable saying when they do not understand something. I adapt my teaching to the individual rather than following the same formula with everyone, and I keep parents informed about what we have covered, where progress is being made and what we will focus on next. My aim is not only to help students improve their grades, but to leave them feeling more confident, independent and genuinely able to think through the subject for themselves.