TLS Tutorial Centre Pte Ltd – Founder Intern (Principal Educator)

TLS Tutorials is a tuition centre in Newton offering primary and secondary school tuition in Singapore. We believe that every student learns differently, which is why we offer small group tuition where each student receives the individualized attention they need to succeed. Our tutors are highly qualified and experienced in teaching Math and Science at the primary and secondary levels. They are trained to identify and address the specific needs of each student, helping them become confident and independent learners. We offer Math and Science tuition at various levels such as A Math tuition, O-Level Math tuition, lower secondary Science tuition and O-Level Science tuition to help students achieve better results.

Are you interested in education, teaching and understanding how students learn?

At TLS Tutorials, our Founder serves primarily as our Principal Educator. Her work is centred on teaching students, identifying their learning gaps, improving the way difficult concepts are explained, developing stronger learning approaches and supporting the educational development of both students and educators.

As a Founder’s Intern, you will work closely with the Founder and support her in these areas.

This is not a business-management internship. You will not be expected to help run the company.

Instead, your role is to create additional capacity around the Founder’s educational work — helping her research, prepare, organise, analyse and develop ideas that improve the quality of teaching and learning at TLS Tutorials.

What Can You Expect

1. Work Closely With Our Founder and Principal Educator

You will work directly with the Founder primarily in her capacity as an educator.

This may include:

• Supporting her in the preparation and organisation of teaching materials.

• Helping consolidate classroom observations, teaching ideas and student learning insights.

• Conducting research into areas relevant to Mathematics, Science, pedagogy and student development.

• Turning informal ideas or observations into structured resources that can be developed further.

• Supporting education-related projects initiated by the Founder.

• Helping ensure that useful teaching insights are documented rather than lost in day-to-day classroom work.

You will gain direct exposure to how an experienced educator analyses students, makes instructional decisions and continuously refines her teaching approach.

2. Support Teaching and Lesson Preparation

A large part of the Founder’s work involves directly teaching and mentoring students.

You may support this by:

• Preparing and organising lesson resources.

• Researching suitable questions, examples and explanations for selected topics.

• Reviewing worksheets, assessments and revision materials.

• Developing supplementary practice questions.

• Organising student work and relevant learning records.

• Preparing resources that allow lessons to be conducted more effectively.

• Helping source or create examples that make abstract concepts easier to understand.

• Reviewing whether explanations, worked examples and question sequencing are sufficiently clear for students.

The objective is to allow the Founder to spend more of her time on the areas where her judgement has the greatest value: teaching, diagnosing learning gaps and mentoring students.

3. Analyse How Students Learn

Strong teaching requires more than knowing whether an answer is correct or wrong.

It requires understanding why a student made the mistake in the first place.

You may help the Founder investigate questions such as:

• Why does a student repeatedly make a particular mistake?

• Which prerequisite concept may be missing?

• Why can a student follow an explanation during class but fail to apply it independently?

• Which types of wording or question structures tend to confuse students?

• What misconceptions commonly appear within a particular topic?

• What forms of practice help students improve most effectively?

• How can a complex concept be broken into simpler and more manageable steps?

You may help review student work, organise classroom observations and identify recurring patterns.

The goal is not merely to conclude that a student is weak in a topic, but to understand the underlying learning gap that is causing the weakness.

4. Support Curriculum and Resource Development

Classroom experience often provides some of the most useful insights into how curriculum materials can be improved.

You may assist with:

• Reviewing existing Mathematics and Science curriculum resources.

• Researching new question types and approaches.

• Developing and refining practice questions.

• Improving explanations and worked examples.

• Organising questions according to topic, skill, concept or level of difficulty.

• Identifying common misconceptions that should be addressed explicitly in teaching materials.

• Comparing different ways of explaining the same concept.

• Helping translate effective classroom explanations into reusable learning resources.

• Supporting the continuous refinement of worksheets, revision materials and assessments.

Where appropriate, you may also help convert the Founder’s teaching approaches into resources that can support other educators.

5. Support Student Learning and Progress Analysis

Each student learns differently, and effective teaching requires educators to understand patterns that emerge across multiple lessons.

You may assist the Founder in:

• Organising observations about student performance.

• Reviewing patterns in students’ mistakes.

• Identifying recurring academic weaknesses.

• Consolidating information from worksheets, tests and assessments.

• Preparing summaries of student learning progress.

• Comparing performance across different topics or periods.

• Identifying whether teaching interventions are producing the intended improvement.

• Organising information that helps the Founder make better decisions about what a student should work on next.

This helps ensure that teaching decisions are based on a broader picture of the student’s development rather than isolated lesson performance.

6. Conduct Educational Research

You may also be asked to investigate questions relating to education, teaching and learning.

Examples could include:

• What are the most common misconceptions students have about a particular concept?

• What does educational research suggest about retrieval practice or spaced learning?

• How are difficult Mathematics or Science concepts taught in different education systems?

• What approaches can help students become stronger independent problem-solvers?

• How can feedback and corrections be structured more effectively?

• How might technology or AI support educators without replacing educator judgement?

• How can students improve retention and transfer what they have learned to unfamiliar questions?

7. Help Capture and Organise the Founder’s Teaching Knowledge

Experienced educators often develop highly effective approaches over many years of teaching.

However, much of this knowledge can remain informal and undocumented.

One part of your role may therefore involve helping to capture and organise the Founder’s teaching knowledge.

You may:

• Document teaching approaches discussed by the Founder.

• Organise explanations for difficult concepts.

• Record common student misconceptions and recommended interventions.

• Develop internal teaching notes and educator guides.

• Consolidate useful examples, analogies and explanations.

• Turn recurring classroom observations into structured resources.

• Help organise approaches that can later be shared with the wider educator team.

This allows useful knowledge to become more transferable and helps strengthen teaching quality across the organisation.

8. Support Educator Development

As Principal Educator, the Founder may also be involved in guiding and developing other educators.

You may support this by:

• Preparing materials for educator discussions or training.

• Organising examples of effective teaching approaches.

• Consolidating recurring student misconceptions that educators should look out for.

• Developing internal reference materials.

• Helping structure observations and feedback from classroom practice.

• Organising useful resources that educators can refer to when planning lessons.

You may therefore gain exposure not only to student learning, but also to how educators themselves are developed over time.

What We Are Looking For

We are looking for someone who is genuinely curious about education and how students learn.

Your academic discipline matters less than how you think, learn and work.

You Are Curious

You naturally ask why something works and are interested in understanding the reasons behind students’ difficulties.

You Think Clearly

You can take a complicated problem, break it into smaller parts and identify the most important issues.

You Are Academically Strong

You should be comfortable working with academic material and learning unfamiliar concepts when required.

A strong foundation in Mathematics and/or Science would be advantageous.

You Pay Attention to Detail

Accuracy matters in education.

A small error in a question, solution or explanation can create unnecessary confusion for students.

You Are Organised

You should be able to take scattered observations, information and ideas and organise them into something clear and useful.

You Communicate Clearly

You can express your ideas logically and concisely in both writing and conversation.

You Are Resourceful

When you encounter something unfamiliar, you are willing to research, investigate and attempt to solve it before waiting for detailed instructions.

You Are Comfortable With Ambiguity

You may sometimes be given a problem rather than a clearly defined task.

You should be comfortable figuring out what information is needed and how best to approach it.

You Are Receptive to Feedback

Educational work improves through refinement.

You should be comfortable having your work questioned, corrected and revised in order to produce a stronger final result.

What You Will Learn

Through this internship, you will gain exposure to:

• Teaching and pedagogy.

• Student learning and misconceptions.

• Mathematics and Science education.

• Curriculum development.

• Educational resource development.

• Student progress analysis.

• Educational research.

• How experienced educators diagnose learning difficulties.

• How teaching approaches are refined through classroom observation.

• How educational knowledge can be documented and transferred to other educators.

You will also develop stronger skills in:

• Research.

• Critical thinking.

• Problem solving.

• Written communication.

• Information organisation.

• Independent learning.

• Attention to detail.

• Turning broad questions into concrete outputs.

Who This Internship Is Suitable For

This internship may be particularly suitable for students or graduates interested in:

• Education

• Teaching

• Mathematics

• Science

• Psychology

• Learning sciences

• Curriculum development

• Educational technology

It may also be suitable for someone considering teaching as a career and who wants deeper exposure to how an experienced educator thinks about learning, rather than merely observing lessons.

You do not need to already know that you want to become an educator.

However, you should have a genuine interest in understanding how people learn and how education can be improved.

What Success Looks Like

A successful Founder’s Intern should help increase the Founder’s capacity to focus on the highest-value parts of her role:

Teaching students, diagnosing learning difficulties, developing stronger teaching approaches and mentoring educators.

By the end of the internship, we hope you will have:

• Contributed to teaching or curriculum resources that are actively used.

• Helped improve the organisation of educational knowledge and materials.

• Developed a stronger understanding of how students learn.

• Learned to analyse the causes of learning difficulties rather than simply identifying them.

• Supported the development of better explanations, questions or learning resources.

• Contributed ideas that improve the student learning experience.

• Helped document teaching knowledge that can support other educators.

• Built resources that continue to create value beyond the duration of your internship.

The aim is not for you to simply observe an experienced educator at work.

It is for you to work alongside her, contribute meaningfully to her educational work and develop into a stronger thinker about teaching and learning in the process.