Lucjan

Academically, I was a late bloomer. Placed in the bottom sets for most subjects and often sent out of class for misbehavior, my school years didn’t start on the best note. However, as I approached my final year of GCSEs, I experienced a shift in mindset. Determined to leave school with strong grades, I committed to working twice as hard as my peers. By the end of the year, my efforts paid off—I achieved the second-highest GCSE Maths grade in my year. That same work ethic carried me through my A-levels, where I earned A*s in Further Maths, Maths, and Chemistry, along with an A in Physics. These achievements led to offers from both Durham University and Imperial College London.

Teaching became a true passion of mine. The beauty I discovered in my own journey inspires me to guide and witness the growth of others as they embark on theirs. My goal extends beyond academic development; I strive to foster personal growth, nurturing a healthy mindset that can flourish over time.

Tutoring Experience

I have four years of tutoring experience, working with students from GCSE to A-levels in both in-person and online settings. Throughout my time at university, I continued to tutor, primarily working with private students. Additionally, I spent six months as a tutor with SEM Tuition, gaining valuable experience through the agency.

Tutoring Approach

I believe real learning happens through struggle. Simply giving students answers robs them of the critical thinking and problem-solving skills that truly make a difference. That’s why I guide them through problems, offering hints rather than solutions, and only stepping in once they’ve put in the effort. This process builds confidence, independence, and a structured approach to tackling challenges, skills that go far beyond exams. My goal is to develop independent thinkers who no longer need me. I don’t just teach students how to solve problems; I teach them how to think so they can approach any challenge with logic, persistence, and confidence.

Every student is different, so I adapt my teaching style to suit their needs. Some struggle with focus or memory, while others just need a push in the right direction. No matter the challenge, I prioritise active problem-solving because that’s where real learning happens. I’ve also found that students’ focus starts to deteriorate after about 90 minutes, so I only offer lessons up to this length to ensure they stay engaged and retain what they learn. To maximise retention, I include short five-minute breaks every 30 minutes. Research shows that these pauses improve learning, and I use the time to check in with my students informally, making lessons both productive and enjoyable.

I only take on one or two students at a time because I want to give them my full attention. I charge a higher price because that allows me to dedicate more time, energy, and resources to each student. I’m not in this just to tutor—I’m in the game of making a real difference.

I exclusively tutor students aged 16–18 who are studying for their AS or A levels.