Information About Max - Greystones tutor

Personal Description:

I hold a background in Classics, English, and History from University College Dublin (UCD), where I was an active member of the academic community—leading the Classical Society and supporting educational initiatives through the UCD Classical Museum. From a young age, I’ve been passionate about teaching, especially in the humanities where questions matter just as much as answers.

My approach to tutoring blends structured academic support with a strong philosophical foundation, drawing on Stoic and Cynic values to foster independence, resilience, and critical thinking. I encourage students to engage deeply, think for themselves, and develop a genuine connection with the material.

I offer support in Classical Studies, English, and History at both secondary and early university levels, including exam preparation for Leaving Cert, A-Level, and IB. I take a tailored, student-led approach, whether you're aiming to improve essay writing, tackle literature analysis, or dive into theoretical connections.

As an autistic individual, I am committed to inclusive education and attentive to the unique ways students learn and experience the world. My goal is to help learners overcome academic obstacles and grow in confidence and capability.

Tutoring Experience:

I have several years of informal and formal teaching experience, both in one-to-one and group settings. During my time at UCD, I mentored fellow students in essay writing, classical languages, and critical theory, often supporting those who were new to the subjects or returning to education. This often included students covering modules I had completed, helping study areas of selected readings and class findings. I also contributed to educational tours and outreach through the UCD Classical Museum, helping to make complex material accessible and engaging for diverse audiences. This included UCD Access Classics and UCD Heritage Week, visiting schools such as St. Benilda's College and St. Rephaela's Secondary School.

Since graduating, I’ve worked with secondary and early university-level students to develop key academic skills: structuring arguments, close reading of texts, contextual analysis, and preparing for exams. I focus on building long-term understanding rather than rote learning, guiding students to become independent thinkers and confident learners.

Approach to Grinds:

My approach to grinds is deeply student-centred. I begin by understanding each learner’s strengths, challenges, and goals, and then tailor sessions to suit their specific needs, whether it's improving essay structure, deepening subject knowledge, or building confidence in exam technique.

I believe learning should be active, reflective, and intuitive. I aim to foster a space where students feel comfortable asking questions, thinking critically, and engaging with material on their own terms. Rather than simply providing answers, I guide students to discover them for themselves, helping them build lasting academic independence that benefits their long-term studies.

I encourage self-awareness, resilience, and honest engagement with the material. For neurodiverse students or those who may need additional support, I bring patience, structure, and a strong commitment to equity, ensuring each student has the tools and encouragement they need to succeed.