Anca

Dr. Anca Chis Ster, BSc, MSc, PhD

I'm a King's College London Mathematics graduate (2017) with a Masters in Medical Statistics from the London School of Hygiene and Tropical Medicine, and a PhD in Biostatistics from King's College London (2024).

With over 10 years of experience tutoring mathematics, I specialise in GCSE, A-Level, and further studies. If you need support at the university level, feel free to inquire about specific modules.

Tutoring Experience

I began my tutoring journey in 2013 as a Maths Assistant at a tuition program focused on fostering independent learning skills and building self-confidence. Here, I worked with students aged 5–18, helping them strengthen their mathematical abilities and develop the confidence to tackle challenges independently.

My passion for 1-to-1 tutoring began when a friend asked me to cover her sessions while she traveled. I found these personalised lessons to be incredibly rewarding, as I could see students making rapid progress.

Now, with over 10 years of tutoring experience and having supported more than 50 GCSE and A-Level students, I feel confident in my tailored, student-focused approach to teaching Mathematics.

Tutoring Approach

My tutoring approach is flexible and tailored to each student, as I believe every tutee learns differently. The goal is for both the student and I to feel enriched by the end of each session, creating a positive and constructive atmosphere.

I typically use past papers to guide my lessons, addressing any gaps in knowledge by focusing on topics where the student feels less confident. When students encounter challenges, I encourage them to think critically by asking guiding questions rather than providing direct answers. This approach fosters independence and builds confidence in their problem-solving abilities.

I've observed that many students struggle with self-confidence, particularly under timed conditions. By encouraging them to push through difficulties, I've found that students often surprise themselves with their own mathematical instincts, which boosts their confidence.

I also promote independent work between sessions, encouraging students to bring any questions or difficulties to our next lesson. I may occasionally assign practice work or give guidelines for what to focus on, ensuring each session is productive and precisely tailored to the student's needs.