I am a 34 year-old prize-winning Masters graduate in Mathematics from Oxford University, and I also hold Top Candidate Notifications for my performances in A-level maths and further maths, and another such notification for my performance in GCSE Statistics. I am now in my eleventh year of tutoring full-time as a subject specialist.
I am currently registering interest for tutoring arrangements for prospective clients for the next academic year 20/21.
I offer tuition in mathematics at each of the following levels: KS3 including Common Entrance/GCSE/AS/A2/AEA/MAT/Oxbridge Interview Practice/STEP. I have a CRB Enhanced Disclosure.
I have ten full academic years' experience as a full-time private tutor. My role addresses the pitfalls of a mainstream education by truly individualising it, and is perfected through thousands of hours of experience of striving to achieve precisely that with a vast array of students of differing abilities and needs. My thirst for knowledge has allowed me to develop a true understanding of mathematical concepts: I have frequently played the role of the consultant throughout my mathematical career, have been able to help my peers and students avoid the pitfalls usually associated with difficult ideas and am able to explain things from numerous angles.
In managing a client book of up to eighty students at any one time, I live and breathe the teaching of maths, and over the course of a single year, can devote more time to one-to-one provision than others have professed to have accumulated over their entire tutoring careers. Seeing my students' capabilities and confidences flourish has defined my purpose for many years… and I hope, for many more yet to come!
Traversing the mathematical landscape is an art; it can be a very uncomfortable environment for some. I find it so important to make my students feel at ease and to find confidence in their maths and so important to be friendly and patient. I am not a suited, booted assessor, nor old-school, to be frank! The feedback I've received indicates that I am very successful in creating a supportive atmosphere that encourages discussion, openness and good effort.
As well as engaging with students in this manner, my aim as a maths tutor is to get my students to 'think mathematically'; to uncover the inherent simplicity in methods and concepts and to truly understand what is being worked with. It is my business to focus thought, prevent confusion and stimulate the development of good ideas. I employ illuminating explanations and navigate sticking points, and as a result maths should be considerably easier to handle under my guidance.
As well as offering support for those with difficulties or specific grade aspirations at standard levels, I can also challenge the very able as intensely as they could hope for, introducing them to the mindset, rigour and practise required for the more challenging AEA and STEP papers. At university I was lucky enough to find myself one to whom others turned with maths troubles: I have been depended on to explain advanced maths effectively for years. I am sure this accounts for two more areas of particularly positive feedback I've received as a tutor: in explaining concepts and in effectively dealing with problems as they arise.
I am happy to provide my services to students up to 30 miles from my home in the Park area of Cheltenham (dependent on particular location).
I am here to provide a complete teaching experience that in addition to ironing out difficulties and providing excellent exam preparation as matter of course, at no extra effort on the part of the student introduces them to the thought processes and insights of the professional mathematician. I have the STRONGEST sense of duty of care to my students and want every one I have the privilege to work with to exceed their own expectations and the expectations of others and to walk away feeling truly proud of their achievements.
|Availability||Weekends, Weekdays (all times)|
|References Available||On File|
|University of Oxford||2008||Masters||MMath Mathematics (First Class) University of Oxford|
|Unpublished feedback (Usually negative)||0|