Mahboob Alum

A few years ago I noticed that my niece’s relationship with maths lessons was uninspiring. When she began to struggle, I began to tutor her in the subject. After achieving an A at GCSE and deciding to study further maths at A Level, she informed me that her new-found love of the subject was down to my tutoring having made the subject both fun and comprehensible to her. The sense of reward that I felt as a result gave me the initial spark of inspiration to become a teacher, and since then, during and after my PGCE course, my interest has developed into a belief that this is a career which enables me to use my passion for learning and creating a nurturing, motivational, and stimulating learning environment, to help children achieve their potential.

Tutoring Experience

The teaching of students retaking Mathematics GCSE (in my present role), in my view be a true specialism, fundamentally different from the teaching of A-Level maths, by the need to focus on barriers to learning, including anxiety and lack of confidence. Many students enter the course with the subjective experience of having failed in the subject, and, although being aware of the benefits of having a grade 4, may be highly reluctant to commit enough time and concentration to their maths studies to achieve this. In order to improve learner motivation and encourage the learners to take responsibility for their own success, I work conscientiously to build mutually positive and trusting relationships with the learners. Differentiating teaching and resources to the very wide range of learner needs within each group as well as to the differing expectations between younger and adult learners, was also essential in teaching at this level. The students I have taught, had, consistently, been positive in their feedback in general, and expressed that they felt safe asking me questions. Safe to ask means safe to learn; and this was the aim I had for all my retake students. Furthermore, I found this attitude generates clear evidence of their improved motivation, e.g. several students every year attended lessons in their spare time during study leave. Judging by what my students had reported, who considered my teaching to be good and that I was good at explaining mathematical concepts, I believe that my written and verbal communication skills are excellent. The success rate of my students was consistently been above, or at least on par with, the average success rate of GCSE maths students in the department. I am pleased with and motivated by the results that the learners had achieved with my assistance.

Tutoring Approach

I love working with young people because I treasure the opportunity of inspiring them to take an interest in something that will benefit them in their lives. Before I entered in education, I discovered through caring for my daughter (type 1 diabetes), I have a knack for building a good rapport with children, and I am delighted that I was able to successfully transfer this to the classroom. I believe that children need someone that can mesh with their personality, understand their difficulties and guide them through various techniques and knowledge building. Once this connectivity is made, the learning often follows quickly and steadily. This is true even if there are learning disabilities, social and family situations or other factors that may be causing the learning shortfalls. In my last role, I have gained valuable experience of working with a range of students including ESOL, Dyslexic, ASD and those with less positive Maths experience (grade 3 or lower). I have learnt that by showing and building self- respect, and by breaking the instructions down, I have made a positive difference in students’ lives in terms of their attendance, behaviour, attainment and motivation. The key was independent and self-regulated learning in everyday situations where problem solving is a norm.