George

I studied Mathematics at Cambridge University at both undergraduate and Masters level, obtaining a 1st class BA and Distinction in my Masters. I am currently finishing a PhD in London focusing on the mathematical aspects of gravitational theory.

I have a tutoring website with A level resources and reviews that you can find here: www.mathswithgeorge.com
However, you must contact me here for enquiries. This is also where you will find my best tutoring rates.

My availability for weekly recurring slots:

Monday 5-6pm: provisionally taken
Monday 6-7pm: available
Monday 7-8pm: available

Tuesday 8-9am: available
Tuesday 9-10am: taken

Wednesday 8-9am: available
Wednesday 9-10am: available
Wednesday 5-6pm: taken
Wednesday 6-7pm: taken
Wednesday 7-8pm: fortnightly slot provisionally taken

Thursday 8-9am: available
Thursday 9-10am: available
Thursday 5-6pm: provisionally taken
Thursday 7-8pm: taken
Thursday 8-9pm: taken

Tutoring Experience

I started tutoring 10 years ago and have tutored every week for the previous 4 academic years with a total of 15 GCSE students, one FSMQ student, 22 A level students, 8 further maths students and 19 students I have helped with their university applications and Cambridge/Oxford interviews for maths and computer science.

Most relevant tutoring experience: (as of end of academic year 2021/2022)
A level Mathematics - 410 hours
A level Further Mathematics - 200 hours
GCSE Mathematics - 190 hours
FSMQ - 10 hours
KS3 Mathematics - 15 hours
GCSE and A level science - 45 hours
University application mentoring - 165 hours
Oxbridge mock interviews - 70 hours
CSAT and CTMUA entrance exam - 15 hours
MAT entrance exam - 20 hours
STEP exams - 60 hours
University mentoring for first years - 15 hours

Over 750 hours of my tutoring experience has been online. Most students prefer to use Zoom with the integrated whiteboard, though I am happy to use other platforms.

Tutoring Approach

A lot of people have the qualifications to teach mathematics, but the most important part of maths tuition is gauging how much the student is understanding and calibrating your examples such that they are pushed to a high standard without being overwhelmed. As well as this, it is important to be able to invent new ways of looking at things on the spot that you feel are best appropriate for how this particular student learns. I have developed these skills over my years of tutoring and have had a great deal of success with my students. Over the past 2 years, every one of my further maths students has obtained an A*.

I aim to maintain a relaxed atmosphere in lessons in order to ensure the student feels comfortable enough to ask questions and most importantly say when they are not understanding something.