Andrew

Hi! I am a maths specialist teacher, with a PGCE in primary education (with maths specialism). I achieved an A grade in Maths at A-level and have a degree in Sport and Exercise Science at Loughborough University. I continued in this field where I completed a Masters degree the following year. Here, I chose to focus on children's exercise patterns in schools in London and from there my interest in teaching and working with young people peaked. Shortly after, I started full-time employment at the British Heart foundation's National Centre at Loughborough University. I knew one day I would start my journey in to teaching and that's when I started tutoring Maths. At first this was a hobby to give me an excuse to re-learn A-level maths but it soon turned in to a yearning to teach and here we are a few years later, with a teaching degree in primary education with maths specialism, four years full-time teaching experience and over 5 years of tutoring experience. Now living in Canada, I work as a Math and language teacher to Grades 4-8. Fun fact: I am a middle distance athlete with aspirations of one day making it to the Olympics.

Tutoring Experience

I have four years full-time teaching experience as a Maths teacher in England and Canada. My first school was Newton Prep in Battersea. It is one of London's top independent prep schools, preparing children for many schools such as Eton and Westminster. I know the 11+ and 13+ systems very well, tailoring preparations to suit the entrance requirements of each school. My experience includes Common Entrance and Scholarship examinations. I have also tutored students to prepare them for 7+ schools, GCSE and A-level as well as students looking to enhance their maths skills.

I have over 7 years of tutoring experience. The diversity of my previous clients shows I am well equipped to meet the demands of new clients and tailor my approach accordingly.

Tutoring Approach

My tutoring style reflects my practice in the classroom. I focus on coaxing out the misconceptions, why they may be there and addressing them in turn. I pride myself on being able to lead children to the answer without spoon-feeding them. This guiding process is fundamental to my practice as it allows my students to identify and rectify their own misconceptions. I believe this is where the most effective learning happens.