Enhancing Online Learning: The Impact of Interactive Teaching Methods on Student Engagement and Academic Performance

Essay 1: Leadership at T.O.Kathi Roll Restaurant

Since July 1, 2019, I have been actively involved in a part-time position at T.O.Kathi Roll Restaurant, where I have assumed multiple roles, including Cashier, Server, and administrative tasks. Throughout this experience, I have demonstrated leadership, teamwork, initiative, achievement, commitment, and breadth in various ways, making it an ideal activity to showcase my abilities for the Western Ivey HBA application.

Leadership and Teamwork

In my role at T.O.Kathi Roll Restaurant, I had the opportunity to lead and work alongside a diverse team. As a Cashier, I spearheaded the implementation of a more efficient payment processing system, reducing wait times and improving customer satisfaction. I collaborated with the servers to streamline the order-taking process, ensuring accurate and timely deliveries. Additionally, I served as a mentor to new team members, guiding them on best practices and helping them integrate into the workplace effectively. By fostering a supportive and inclusive environment, I encouraged teamwork, which led to a cohesive and motivated staff (Gurung, 2018).

Initiative and Achievement

Recognizing the potential for improvement in customer service, I initiated a customer feedback system that allowed us to receive and analyze customer comments and suggestions. I implemented changes based on this feedback, leading to an increase in positive reviews and repeat customers. Through my proactivity and dedication, I was able to achieve a significant improvement in the restaurant’s reputation and overall success (Gurung, 2018).

Commitment and Breadth

My commitment to T.O.Kathi Roll extended beyond my assigned shifts. I took the initiative to organize a charity event, collaborating with my colleagues and the local community to raise funds for a local food bank. This event showcased my ability to take on additional responsibilities while maintaining a balance with my other commitments, such as academics and extracurricular activities. By engaging in this breadth of experiences, I honed my time management and organizational skills, demonstrating my ability to juggle multiple responsibilities effectively (Khan & Alom, 2021).

Pandemic Impact and Learning

The global pandemic had a profound impact on my leadership experience at T.O.Kathi Roll Restaurant. As lockdowns and restrictions were imposed, the restaurant faced challenges in adjusting to the new normal. As a leader, I had to adapt quickly and find innovative ways to support the team and maintain our commitment to quality service. We implemented contactless payment systems, enhanced sanitation protocols, and launched a delivery service to continue serving our loyal customers. This experience taught me the importance of resilience and adaptability in leadership, as well as the significance of staying connected with the team during challenging times (Khan & Alom, 2021).


My time at T.O.Kathi Roll Restaurant has been instrumental in developing my leadership abilities. Through leading and working with a diverse team, taking initiative to enhance customer service, and committing to the restaurant’s success, I have honed my leadership skills significantly. Moreover, organizing the charity event exemplified my capacity to handle multiple responsibilities and demonstrated my commitment to community involvement. The pandemic taught me the importance of flexibility and innovation in leadership, proving that effective leaders must be prepared to navigate through unforeseen challenges. These experiences have not only strengthened my leadership capabilities but have also instilled in me a deep appreciation for the value of teamwork, adaptability, and resilience in achieving success. As I pursue my academic and professional journey, I am confident that the lessons learned from my time at T.O.Kathi Roll Restaurant will serve as a solid foundation for my future leadership endeavors.

Essay 2: Leadership as a Freelance Maths Tutor

For the past year, I have been working as a freelance Maths tutor, providing instruction to Grade 8, 9, and 10 students. This activity has allowed me to showcase my leadership abilities in various aspects, including initiative, teamwork, commitment, achievement, and breadth. As I aim to pursue the Western Ivey HBA program, this experience stands out as an exceptional demonstration of my leadership capabilities.

Initiative and Achievement

As a Maths tutor, I took the initiative to develop personalized study plans for each of my students, considering their individual learning styles and strengths. By doing so, I created a conducive learning environment that fostered a deeper understanding of mathematical concepts. This tailored approach resulted in remarkable academic improvements for my students, with many achieving higher grades and developing a newfound appreciation for the subject (Gurung, 2018).

Teamwork and Commitment

Though tutoring may seem like an individual endeavor, collaboration with parents and teachers was crucial to ensure the students’ holistic development. I regularly communicated with parents to provide progress updates and solicit feedback, ensuring that the educational support extended beyond the tutoring sessions. Additionally, I worked in tandem with classroom teachers to align my tutoring approach with the school curriculum, reinforcing the students’ classroom learning. My commitment to the students’ academic success and overall growth exemplified my dedication to their well-being and educational journey (Khan & Alom, 2021).

Breadth and Leadership Impact

As a freelance Maths tutor, I expanded my leadership impact by organizing free peer-led study groups for students of all ages. These study groups not only helped struggling students improve their skills but also allowed high-achieving students to reinforce their knowledge by teaching others. This initiative contributed to a supportive academic community, where students collaborated and learned from each other, furthering their academic achievements and personal growth (Reilly, Neumann, & Andrews, 2018).

Pandemic Impact and Learning

The pandemic significantly affected my role as a freelance Maths tutor. With schools transitioning to online learning, I had to adapt my tutoring approach to virtual platforms. This challenge required me to enhance my technological skills and develop creative ways to engage students in a virtual setting. Despite the challenges, I was able to maintain strong connections with my students and provide them with unwavering support during an uncertain time. This experience taught me the importance of flexibility and empathy in leadership, as well as the need to embrace new technologies to ensure effective communication and learning (Khan & Alom, 2021).


My experience as a freelance Maths tutor has been a transformative journey of leadership growth. Through my initiative, I tailored teaching methods to suit each student’s needs, fostering a deeper understanding of mathematics. Collaboration with parents and teachers demonstrated my commitment to the students’ holistic development and academic success. Furthermore, organizing peer-led study groups showcased my leadership impact on a broader scale, creating a supportive academic community. The challenges posed by the pandemic taught me to be adaptable and resilient in the face of uncertainty, reinforcing the importance of empathy and effective communication in leadership. As I apply for the Western Ivey HBA program, I am confident that my experiences as a Maths tutor have shaped me into a dedicated and capable leader ready to make a positive impact on diverse teams and projects in the business world.


Gurung, R. A. (2018). Principles of Effective Teaching in the Online Classroom. Perspectives on Psychological Science, 13(2), 159–174. doi:10.1177/1745691616646414

Khan, S., & Alom, J. (2021). Impact of COVID-19 Pandemic on Education. Online Journal of Education Research, 6(2), 187–197. doi:10.30560/ojer.v6n2p15

Reilly, D., Neumann, D. L., & Andrews, G. (2018). Gender Differences in Mathematics Anxiety and the Relation to Mathematics Performance While Controlling for Test Anxiety. Behavioral Sciences, 8(9), 82. doi:10.3390/bs8090082