I have a Cambridge degree in Natural Science and a masters degree in engineering from Loughborough University. I now live by the sea with my wife Anne and our two golden retrievers Bunty and Ethel.
I changed career to become a teacher after working as a design engineer and scientist for government agencies and in industry. I variously taught maths, physics and ICT in schools and college for ten years.
I am a former Chartered Engineer and Member of the Institution of Engineering and Technology. I have plenty of practical experience of maths, physics and computers in the workplace.
You will always find me a friendly, patient, and understanding teacher.
I taught physics, maths and ICT at secondary school for seven years, maths at Cornwall College for two years, and have also been teaching maths, physics and music (piano, clarinet and saxophone) as a private tutor for seven years. I have taught primary and secondary children, and adults.
Every pupil is different. I listen carefully to each individual student's needs so that I can give the most effective support for them.
I think I have seen most of the reasons why students have difficulty. For example, it could be exam technique - students often lose easy marks even when their knowledge is good. I guide students through some of the possible pitfalls by working questions with them, and then sitting by while they tackle a similar problem that I set.
In maths it is important to understand basic facts and techniques. Sometimes a GCSE student just needs to review their arithmetic skills. I ensure that students have a firm foundation, then the more advanced topics can fall into place. I will explain and demonstrate any topic at the speed the student finds comfortable. I make sure they are involved by supplying plenty of practice material. We work towards the student's independence by working problems together, and gradually letting the student have complete control. I will give a hint if the student gets stuck, or I will point out an error if the student lets it propagate too far. Then the student has the challenge of finding the error.
A-level students sometimes need a little help in putting all the new and more difficult material into context and seeing the links between topics. It helps a lot if students see the logic behind the methods they use (and all the formulae). The subject becomes less of a memory exercise and more of a deductive and creative one. I give a students all the background they need. We often work problems together until students are confident to work on their own.
Most of the physics at GCSE and A-level fits together well if students have grasped the underlying ideas and principles.
There's often insufficient time in schools (and space in text books) for some of these to be sufficiently understood. That's not the fault of schools - it's time pressure.
|Availability||Weekdays (all times)|
|References Available||On File|
|ABRSM||1996||Other||Grade 8 Piano|
|Loughborough University||1984||Masters||MSc Digital Communication Systems|
|Cambridge University||1970||Bachelors||BA Natural Science|
|ABRSM||1966||Other||Grade 8 Clarinet|
|Unpublished feedback (Usually negative)||0|