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Information About Joel - Ruislip tutor -

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This is how 2 referees rated Joel:

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Subjects Taught

Maths

Hourly Rate
Primary £35.00
Secondary £35.00
GCSE £35.00
A-Level £35.00

English

Hourly Rate
Primary £35.00
Secondary £35.00
GCSE £35.00

Physics

Hourly Rate
Primary £35.00
Secondary £35.00
GCSE £35.00

Chemistry

Hourly Rate
Primary £35.00
Secondary £35.00
GCSE £35.00

Biology

Hourly Rate
Primary £35.00
Secondary £35.00
GCSE £35.00

English (Foreign Language)

Hourly Rate
Primary £35.00
Secondary £35.00
Casual Learner £35.00

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Personal Description:

I studied Mathematics and Statistics at the University of Warwick, graduating in July 2015 with a 2.1 Integrated Master`s degree. I have since been building my own private tutoring business based in the North West London area.

As of September 2017, I have;
• Worked with over 80 clients, providing over 2000 hours of private tuition.
• Worked with students ranging in age from 5 – 19.
• Successfully prepared students for Mathematics GCSE and A-Level; STEP (university entrance exam in Mathematics); English Language/Literature and Science GCSE’s; 13+ and Common Entrance; and Primary School SAT’s.
• Provided less subject-specific, but all-round academic support to several younger students.
• Diversified to provide study skills mentoring; along with university and careers advice.
• Successfully run GCSE revision and Mock Exam Days during the 2017 School Easter Holidays.
• Prepared numerous resources, including sample papers for the new Mathematics (9 – 1) GCSE.

In December 2016, I qualified as a TEFL (Teaching English as a Foreign Language) and am now offering this to people of all ages.

With my increased experience, I do have new rates of £35 per hour for new students that have started from August 2017 onwards.

I fully appreciate the importance of finding a tutor suitable to you or your childs needs and am happy to talk in as much depth as you would like about how best I can help you before we make a commitment.

Tutoring Experience:

- Home tutoring since November 2015
- Two years mentoring younger students whilst at university.
- One year participating in and then two years leading a volunteering in schools project whilst at university (Reference can be provided). Project involved informal training sessions for working with the children in the classroom setting. During my time as project leader, I organised and delivered these sessions.

Tutoring Approach:

The role of a tutor is, in my opinion, to help an individual maximise his or he potential and to meet his or her goals in a way and at a pace that is best for them, no matter what their background. I am growing to use this as the pinnacle of the approach to my work.

With more freedom than in the school environment, we will often have just an exam date to work towards, or the goal of improving confidence and appreciation over time. Unless we have immediate deadlines, I use the first sessions to get to know a student. I try to ensure that we are comfortable working with one another, and to gain an understanding of their unique strengths and abilities. I am then in a position to discuss how I feel I can best help and work with them. By taking a truly personalised approach and taking nothing for granted, no matter where we are starting, we can work out the best stepping stones and direction to move upwards and forwards.
I endeavour to avoid lecturing and am very keen on learning by doing, getting my students involved from the offset. I truly believe, and have seen through experience, that – at all levels of current understanding - one can learn so much more when a subject is brought to life. Particularly with sciences, we gain an appreciation of concepts so much more easily when we can see how they relate to the real world, and where possible, OUR OWN LIVES.

It is easy for Mathematics – my specialism - to be turned into a monotonous stream of rules and techniques to be learned, which can disengage anyone and really doesn’t do the subject the justice it deserves. I attempt to counter this by putting across my own passion and helping students discover the applications the things they learn in school and for exams have in their real lives. This helps develop a level of engagement and understanding that will can carry forward to increased academic success.

Maths and sciences in particular are broad subjects, made up of many interconnected topics. These can often be taught in isolation, which can make the subject as a whole seem more diverse, intimidating, and incomprehensible than it should be. Over time, I like to put a focus on the big picture and on helping students appreciate how concepts relate to each other as this too really helps with depth of understanding.

While the above truly is the best way to gain confidence in and love of a subject, when it does come to the more specific preparation for exams, there really is so secret. Focused practice and learning of how to answer questions is key.

Within maths and large parts of science, this means practicing rules and techniques in the wide variety of problems and settings in which they are likely to occur. Having someone there with you, whether it is to help you get used to a method you may be unfamiliar with or find difficult; to clear doubts and uncertainties; or to help understanding fall into place, can do mountains for confidence. Rather than explicitly showing a student how to answer a question, at this level also, I find it far more beneficial to take more or a step back and instead guide their thinking, helping them work out and appreciate what they are doing themselves, getting involved as little as possible. Even if I feel it necessary to show alternative approaches, or how more marks could have been gained afterwards, this goes much further in helping them gain confidence in themselves and their own thinking; helping them become more independent, which is what is ultimately necessary for exam success. I put a focus on presentation and layout of working, as this is something that is often overlooked, but examiners can be very picky on.

Within English, it is even less intuitive how to prepare. I focus on helping a student understand what will be getting looked for and assessed in answers, and then working on a personalised approach we can use to work towards this.

Native Language: English (British)
Availability: Weekends / Weekdays (all times)
References Available: Yes (✔ On File)

Qualifications:

  • TEFL.org.uk (2016) - 140 Hour Premier TEFL Course (Professional) (✔ On File)
  • University of Warwick (2015) - Bachelor of Science, Master of Mathematics and Statistics (Hons) - 2.1 (Masters) (✔ On File)
  • Uxbridge College (2011) - A Level's (Mathematics A*, Chemistry A, Biology A) (College) (✔ On File)

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