Information About William - Papatoetoe tutor

Personal Description:

*University of Auckland Bachelors of Engineering (Hons) , 2020
*Kings College tutor, 2019 - present
*4 years tuition experience, 2018 - present
*Distinction in Pre-U mathematics (highest qualification for mathematics available at the high school level).
*100% track record, 75 testimonials available upon request. Including testimonials from students with unfathomable ADHD.

Tutoring Experience:

*Real time understanding of EXACTLY what is assessed for the Cambridge curriculum across all levels.
*IGCSE, AS, A level, and Further mathematics.

In all my time in the industry, I have found the greatest misconception of what a tutor does is that a tutor is someone you pay to recite information for a set period of time. This is an exercise in futility because it doesn't address the most common issues you as a student could experience:

1) when there's a difficult concept to grasp, you feel too uncomfortable around your tutor when he asks you for the fourth time if you understand so you just lie about 'getting it' when really you're still clueless.

2) your tutor relies on you to prepare 'what you need help with'. The unspoken reality is that unless a student is already motivated, most students needing help are not going to have the discipline to effectively prepare the subject content they need help with most.

3) no effort is made, let alone in earnest by the tutor at ensuring that you're is completing the independent practice needed to consolidate their subject understanding.

4) you're not a motivated student and simply will not commit to the most sincere efforts by your parents to get you interested in school. Regardless of how much many they're prepared to invest.

Tutoring Approach:

The effective blueprint is one which addresses the above issues:

1) my teaching approach has the same dynamic that a student would have between their peers. Students will never feel self-conscious or feel embarassed to admit more deliberation is needed. I never second guess if a student really 'gets it' because I only rely on knowing through assessment. If they can prove the knowledge through application, only then do we move on.

2) Since the curriculum I teach is Cambridge, I do not need to rely on what a students quotes as their most challenges topics. I can tell straight away through assessment exactly what they're weak on and what needs to be prioritised. 99 times out of a 100, it's their limiting beliefs about what is causing them to underperform; when students have the misguided notion that a lack of intelligence is the cause when its really the lack of an efficient system they have towards study.

3) All my students have my personal mobile number and social media. Students know to message me if they need help to complete their homework. They don't get to say "I didn't do it because I didn't know how to do it." I can tell if a student is doing their homework. I don't even like to call it homework because if I've done my job as a tutor, students recognise that it's not homework as much as it's the minimum amount of consistent practice they need for their subject confidence.

4) To date, I have not had any student that hasn't been able to adopt the correct beliefs towards getting value out of their education. At the end of the day, if a math student isn't motivated it's because they don't see how what they're having to catch up on is of value to them. I non-negotiably impart the understanding that maths is literally the language of logic. For example, I have said to unmotivated students that 'if you don't care about math, you don't care about being able to solve problems, and everything in the world that generates f**k tons of money relies on problem solving.' I can tell straight away in the first minute of a lesson exactly what type of delivery is needed to get a point across to the student. Comprehensibility is at the core of every topic.