Antony

My passion for physics led me through a B.Sc. in Physics from the University of Exeter, an M.Sc. in Nanotechnology from University College London and, what was initially a Ph.D. became an M.Res. in Quantum Information Science in Diamond from the University of Bristol. I love being able to break things down to their simplest components in order to explain them in way that, I hope, anyone can understand. This skill, to recognise underlying patterns and formulate them, to some degree, is innate in physics or maths, but the elucidation and articulation is an ongoing skill. This skill lay latent for years, never really having a chance to find expression during my studies at university. Since my final degree, rather than stay in research, it seemed natural to move into sharing this. What started as purely academic support has evolved over the years to include other areas in life where teenagers require support. This has led me to become more available to parents and students in a wholistic capacity where I am now also providing guidance outside of the academic setting. This includes supporting parents with difficulties in relating with their children and vice versa. Providing an open and welcome space to be heard and explore ones concerns in any area of life has the potential to really open and free up the student-parent dynamic, which in turn allows the student to relax into the learning experience.

Tutoring Experience

I have been tutoring full-time in Maths and Science for the past 11+ years accruing over 200 students and over 5000 hours of experience.

I cover all the main exam boards every year with students for both GCSE/IGCSE Maths and Science.
For A-Level I teach the main boards for Physics, Maths and Further Maths with a specialisation in Mechanics and Further Pure modules.
I teach the Standard and Higher levels for the International Baccalaureate Physics and Maths.
I also cover a small range of topics for undergraduates in the STEM fields, including first and second-year Mathematics for Physicists and Engineers.

Most of my clients have one-to-one, which on average I have worked with over the course of 2 years. With some staying with me for as many as 5 years.
Each year I have, on average, about 30-40% GCSE students and the rest A-level.
Prior to Covid I was taking about 40% online and the rest face-to-face. It is now about 90% online. I am fluent at delivering effective and efficient sessions using online technology, making use of a collaborative whiteboard like BitPaper, video and audio via Zoom or Skype and a graphics tablet. Creating media for the sessions as pdf files and/or video recordings can be made available on request.

Every year I have students classed as Special Educational Needs. Over the years I have had a range of students with different difficulties including mental health, ADHD, Asperger's and Autism. All have helped me develop much patience, a keen ear and to discern how to best meet their needs as there is no one way for all.In the past 2 years I have been working with students who are home-schooled for both GCSE and A-Level Maths. My most successful has been teaching one student the whole Maths A-level syllabus in 6 months. A tall order, which resulted in exceeding all our expectations. Much to the delight of everyone, the student received an A grade.

Tutoring Approach

I provide a relaxed and welcoming space for students to be themselves without the pressures common in the classroom or any expectations.

There is room to discuss what is going on in your life that may be affecting your ability to be present and have a clear and efficient thinking process.

If I feel one is open to it we can enquire together more deeply into life and relationships to simply see what is playing out.

I consider where everyone (student/parent/school teacher) is coming from and endeavour to create sessions that complement/ the students' learning.

Establish gaps in deeper explanations that are not being filled in the classroom.

If you are lacking confidence, I will help you recognise correct thinking and working and help reveal that you do know what you are doing.

Encouraging you to be open to getting things wrong, which is often missing in the classroom. Most students carry fears around getting things wrong because of their peers mocking them or a teacher communicating they have done something wrong for not knowing the answer. Free exploration of your ideas is what allows you to make sense of things in your own way. If this process is circumvented you are left with fact memorisation and one’s innate intelligence remains hugely limited.

Homework. It is a useful tool to test how well ideas have been integrated. And the process of doing it is part of that integration process. However, I always check in to see whether setting homework is relevant and if it is at risk of creating overload. In that case, using the time assisting with school work may be a better use of time.

Spending time developing exam technique early on in the academic year, helping you become familiar and relaxed with exam-style questions.

Clear communication with parents and students, with regular check-ins to assist progress.