Clare

I teach all science subjects in a secondary school and I am a University of Cambridge MA graduate in Natural Sciences. I teach triple GCSE physics and chemistry. Having taught maths, I also tutor maths. My degree is in physics, chemistry, maths and geology. I have a PGCE and a qualification in tutoring. I have tutored as part of the National Tutor Programme (NTP). I have a great deal of experience of both students who want to excel and those who may need to catch up. I am patient, kind and creative and have a wide range of strategies to offer. For the students wishing to get grades 8/9, I offer bespoke strategies.

Tutoring Experience

I have been teaching for a long time in schools and universities. I have taught predominantly GCSE level but also A level (recently mostly physics) and upper primary.
I have been tutoring for a long time too! I moved my tutoring online since the pandemic and all my tutees, from all over the country, seem to thrive in this setup.
For many years I have helped students in Maths, Chemistry, Physics and Combined Science achieve their goals. I have taught Music and Music Tech. I have also successfully taught maths to adults to GCSE level. I tutor both long-term and short-term. I have a lot of experience raising self-esteem through tutoring, coaching and mentoring as well as experience with various processing issues.

Tutoring Approach

It is important to understand why tutoring is being sought and what we are working towards. Working with the student,I rapidly find a rapport and an approach that gives steady positive student progress, making use of past papers, revision websites and guides as well as responding to what the tutee feels is necessary. When I am steering a student towards a national exam, we will make a plan together leading up to the exam, to ensure success.
I have had many successful tutees who have been delighted by their results!
Sometimes, young people and adults come to me and need to have their 'learning muscles' built up and their confidence restored. I sometimes use the 'Building Learning Power' framework and a metacognitive approach.