Jamie

I am an experienced physics teacher with master’s degrees in both physics and education – the latter from the University of Cambridge. I currently teach both GCSE and A-level physics in a successful independent school. I know what needs to be done for students to achieve exam success, but also have a passion for both physics and learning and try to help students engage with the subject itself aside from exams.

I find the teaching of physics an endlessly fascinating pursuit, combining the rigorous and elegant logic of physics with the complex psychology of students’ ever-evolving and unique minds. I think very carefully about how to help each individual, and base my approach on both tried-and-tested principles and ideas drawn from cognitive-based research in science education

Before teaching, I also worked in finance (as an actuary) and travelled widely in Europe, Asia and the Americas. My hobbies include language (Especially Spanish), guitar, writing, parkour and fitness.

Tutoring Experience

I am a fully qualified teacher, having completed my PGCE teaching training at Cambridge University. I have experience teaching each of the sciences at the GCSE, and have led a school’s physics provision as it's only dedicated physics teacher. I have also taught A-level physics.

Whilst teaching I also completed a master’s in education with the University of Cambridge, for which I was awarded a distinction and college prize. My thesis (distinction) focussed on motivation and autonomy, the two areas of learning that continue to fascinate me most.

I have tutored primary-age children in the UK and abroad with a focus on science and mathematics. I have also online-tutored university physics and guitar.

In the future I want to broaden the range of subjects and ages I teach, from primary to university, including all sciences, maths, programming and English – and more.

Tutoring Approach

My general approach is to work with what the student already knows, and help them think for themselves and take charge of their own learning as much as possible. Based on my experience as a teacher I have a thorough knowledge of the syllabus; at first I focus on key ideas, and in time making sure everything is covered.

A typical session will start with discussion and questioning to determine what ideas a student already has related to the topic at hand. I then probe this understanding, extending or challenging it, with the aim of leading the student to see conflicts or gaps for themselves as much as possible. Only then, once the student is prepared do we introduce new information or deal with misconceptions. This helps instil confidence and makes new knowledge feel connected to pre-existing ideas. Finally we work with text-based questions to solidify understanding in the exam environment.

This approach is grounded in cognitive-based research in science education and acknowledges that students are not blank slates, and that pre-existing ideas ought to be engaged with in order for learning to be truly impactful. I also focus on motivation and autonomy; I always endeavour to dig a little deeper into a students’ mind and motivations to help them engage with a subject more meaningfully, and on their own terms. This improves retention and keeps sessions engaging.