PhD Statistics student at Cambridge University with two 1st Class Masters' Degrees, 9 years teaching experience, and a 99% record for helping students achieve A/A* grades. Please refer to my references at the bottom of this page if you wish to see how my former students rate me.
I have been a full-time rower alongside my private tuition work for many years. After winning the 2019 Oxford-Cambridge Boat Race, I have now retired from the sport to begin my attempt at racing the 2024 Olympics as a cyclist.
PLEASE NOTE: Current Covid-19 guidelines recommend tuition should be online to minimise the possibility of infection. For this reason, I am currently only offering online lessons using a shared interactive whiteboard, I have offered lessons like this for almost a decade. My availability is as follows:
Lessons from April 20th onwards
Monday: 4pm - 5pm
Tuesday: 4pm - 5pm
My teaching career began at a Young Offenders unit. My job was to teach maths to children who, for whatever reason, had not been in school regularly at any point in their life. The content I taught was well below what I am capable of, but I thoroughly enjoyed seeing many of my students get the grades they required to get on apprenticeships and turn their lives around over time. This role taught me how important it is to engage students by keeping lessons interactive, upbeat and constructive at all times. I left this role to begin my first Masters Degree, and that's when I began private tuition.
I have taught everything from Year 7 maths to Cambridge University MSc Economics in my private tuition career. Over the summer holidays I teach at various summer schools, such as the Oxford Royale Academy, as well as offering intensive courses to university students who may have August resits approaching.
In the past I have worked as an examiner for maths and economics exams, this has given me a thorough understanding the exam technique required to confidently score excellent grades.
Before determining how best to help a student, I always establish their current and target standard, as well as the time frame we have to achieve such goals. For example, a student may approach me four weeks before an exam looking to raise two grade boundaries, from this I would ascertain their biggest weaknesses and make them a firm priority for two weeks before focusing purely on exam technique up until their official exam.
Though I always believe tuition is more effective when used to supplement learning long before exams begin to bear down. My doctoral thesis created a new statistical methodology for dissecting the learning process into multiple behavioural characteristics, analysing their interaction, and optimising their long run trajectory. In short, I establish using mathematical models how to optimise a student's learning process to create well-rounded, robust learners with a keen interest in a subject beyond simply achieving grades. I'd be delighted to talk to you about it further in person.
I always try to establish a working relationship with teachers. As a rule of thumb I aim to address student's biggest weaknesses as early as possible, and then look to keep them ahead of their classroom work to let their confidence grow exponentially. Teachers are, at any point, welcome to email me to ask if I can give the student a 'boost' on a topic they feel would help.
At your request, I can set homework. Though I recognise school's can provide a lot already, so this may not always be optimal.
Thank you for taking the time to read my profile, and I look forward to hearing from you.
|Availability||Weekdays (all times)|
|References Available||On File|
|Uni. of Cambridge||2018||Masters||Mathematics Education|
|Uni. of East London||2013||Masters||Mathematical Economics (Distinction)|
|Uni. of Hertfordshire||2010||Bachelors||Economics (2:1)|
|Hinchingbrooke 6th Form||2005||College||Maths, Further Maths, Economics|
|Unpublished feedback (Usually negative)||0|