Joel

I possess Bachelor’s and Master’s degrees in chemical engineering from reputable institutions overseas. These degrees had gone through the UK National Academic Recognition Information Centre. In view, is my ingoing Postgraduate Certificate in Education (PGCE) in Mathematics as my focus in England.

I am an active member of the Association of Teachers of Mathematics. I have garnered a wealth of knowledge via Teachers' Continuing Professional Development programmes with appropriate Certificates of completion. My training ranges from Classroom Management, the UK curriculum, and the UK Education Philosophy, to methods of delivering effective lessons in the classroom. Through my training and my over Ten (10) years of classroom teaching experiences, I have the required pedagogy that makes me a good fit.

During my ten years in the classroom, interacting and working collaboratively with students at different levels, I realised the peculiarity in the ways, medium, and pace they learn. While some require audio-visual media and positive reinforcement when they do well, others only require a great teacher with a good pedagogical style. No one size fits all!

Mathematics is considered one of the most challenging subjects and most students have a phobia of this important subject. This is why I set out to change that narrative. Fundamentally, studying Engineering got me a mastery of the five branches of Mathematics: Arithmetic, Algebra, Geometry, Trigonometry, & Statistics. Subsequently, professional training gave me further enlightenment with tested and trusted teaching strategies.

I use game-based learning and group learning methods to teach my current students who have been out of touch with studies for some time, in the University Foundation year. A good ice-breaking moment in my classroom is showing care to the students by asking how they have been; this proves remarkable!

I have over a decade teaching Mathematics to students at different levels in various institutions overseas. During those years I have taught a class with capacity ranging from hundred (100) students, thirty (30) students to 1:1 engagement, My job requires creating, updating, and delivering lessons by deploying applicable teaching methods (Game-based, collaborative, grouping etc.) that suit each topic per time. The lessons are prepared on PowerPoint for good time management during plenary sessions. The Powerpoint is used interchangeably with the white marker board when I need to reinforce my explanations to the students. I am currently on a seven-month contract with the University of Bedfordshire delivering student-centred Chemistry and Integrated Project classes to Foundation level students.

I possess strong expertise in IT, Hardware, and software deployment. I’m a Microsoft Azure Fundamentals (AZ-900) certified. And highly skilled at using web applications. So, I harness these technological tools to deliver engaging lessons. My expertise in Information Technology enables me to use virtual platforms easily. I deliver engaging online classes on Zoom, Google meet, and Teams. My use of the Zoom annotation feature, the electronic whiteboard to write on for students, and the Breakout Room for group work is impeccable.

I am very creative and innovative, and I have constantly found ways to demystify complex mathematics concepts to bits that my students can understand. I am the author of a mathematics textbook (Mathematics Simplified) for KS3 and KS4 and a workbook for students preparing for the Scholastic Aptitude Test. I am a fluent speaker of the English Language and have always delivered my lessons in English since the inception of my teaching career till date. Having an understanding of the importance of swift responses to students’ quests, I linked my work email account with my phone, causing me to be swift in responding to urgent matters from my students.

Now, I am Mathematics teacher in one of the best Secondary Schools In England taking KS3, KS4 & KS5 mathematics.

I owe my students the responsibility to teach them. I obligatorily and passionately do this by bringing to life the abstractness of Mathematics. In the process of achieving this quest, I get creative and innovative with instructional materials and teaching aids to paint a visual picture in the minds of students. One of my major strengths is calmness while I watch my students evolve from embarking through emerging to being exceptional students.

Tutoring Experience

I have over a decade teaching Mathematics to students at different levels in various institutions overseas. During those years I have taught a class with capacity ranging from hundred (100) students, thirty (30) students to 1:1 engagement, My job requires creating, updating, and delivering lessons by deploying applicable teaching methods (Game-based, collaborative, grouping etc.) that suit each topic per time.

The lessons are prepared on PowerPoint for good time management during plenary sessions. The Powerpoint is used interchangeably with the white marker board when I need to reinforce my explanations to the students. I am on a contract with the University of Bedfordshire delivering student-centred Chemistry and Integrated Project classes to Foundation level students.

In my teaching experience, I have interacted with and taught students the following curricula: Canadian, British, American, Italian and Nigerian. Remarkably, I have helped many students ace the mathematics component of the SAT, GRE, and GMAT standardised test.

Tutoring Approach

My teaching style adopts a conscious effort to interact, support, and be clear while simplifying complex concepts for my student(s).

I have learnt how to align learning targets with given standards which not only make me understand which lessons I need to revisit for my students but also allow me to build a lesson with more creative energy. For example, if my students are weak while exploring a teaching method, I think outside the box and gather more strategies from new sources.