Physics, Python, Computer Science, Mathematics
I specialise in teaching A-level students in Physics, Mathematics and Computer Science.
I also teach computer programming in Python for adult learners wishing to learn a valuable skill.
I have worked in this sector since 2009 and full-time since 2014.
In that time I have tutored in excess of 4,000 hours.
In between tutoring and writing up my teaching notes, I go to the gym, read and cook.
I currently live aboard a narrowboat upon the Grand Union Canal in London.
In any remaining spare time I renovate and refurbish my floating home.
I began work as a tutor in 2009 whilst completing my first degree in Physics (MPhys) at the University of Manchester. My second degree, a postgraduate masters of research (MRes), was obtained from the University of Cambridge in 2011. My third degree, my doctorate (PhD), was obtained from University College London in Early 2016.
Since 2014 I have taught in excess of 4,000 hours across Physics, Mathematics and Computer Science as a full-time private tutor. I have tutored students from ages 12 to 22 across a variety of UK and European academic qualifications. These include both the more popular qualifications (GCSE and A level) as well as the rarer (IB and Pre-U). Predominantly I have tutored and home-schooled students for A level examinations.
In the 2017/2018 academic year I taught full-time as a teacher at a prestigious school in Surrey, UK.
Here I was solely responsible for teaching the new OCR GCSE and A level Computer Science courses.
Both qualifications required production of large quantities of teaching and assessment materials.
Subsequently I have taught several intensive courses in Python programming to GCSE students in Schools in London and surrounding areas. Also this academic year I ran an intensive Easter revision course for upper-sixth A-level physics students at a school in West London.
In nearly all cases my job as a tutor is to fix one of three issues.
'domain knowledge' : These are cases where the student has forgotten or completely misunderstood the material. Depending on the volume of material to cover, this is generally just a matter of time and is the easiest problem to fix. For most cases material can be taught by example. Following this questions can be attempted in class with further work on the content left as additional training. Future classes will refer back to this content to determine how ingrained material has become with the student. For some, this will mean a short 5 minute review per session, for others this can mean dedicating a third of each class towards building long-term memory. Ideally I would test on new content on a one day, one week, one month and two month basis per topic area. In this way topics are learnt properly, solidifying important concepts for further education.
'Slip ups' : These are the multitude of 'silly mistakes' we all make from time to time. For some students this could be forgetting to write out full methodology or other cases consistently introducing errors into algebra. These slip ups can seem much more frustrating than simply not knowing the material. These issues are harder to identify, but over regular sessions getting to know a student, these slip ups become apparent. Once identified, I can suggest heuristics to counter the issue before the mistake is made. For instance converting all numbers in a physics exercise into SI standard form. Another method might be having a rigid checklist to follow on specific questions.
Whilst inconvenient at first, this kind of technique works well.
'Exam Technique' : Broadly put this is to understand fully what a question is asking and how to go about answering it. For some this can mean parsing a question in understandable English. For others it can be identifying the intentional pitfalls that many examiners introduce. In nearly all cases improving exam technique is a matter of attention to detail. This is especially important in A level mathematics where a small misunderstanding can cost the student a whole grade boundary. The first step therefore is to build familiarity with the style of questions a student may be asked to answer. Initial efforts begin by seeing how students interpret intentionally vague questions on a subject. Whilst most certainly unfair this is a necessary step in teaching the student to see themes and required topics to bring to bear in a given question. The next (effective) method has a student sit a mock examination and mark the paper themselves according to the official mark scheme. Contrasting this with the examiners report (a document typically describing the successes and failures of the cohort sitting the actual exam) can be very eye opening for the student. This is especially helpful with students for whom the disparity between their knowledge and their exam grades is unclear. Thirdly, exposure to harder questions than those that will be on the exam paper. This has two effects. This helps build mastery in a given topic. Once a student finds that a topic is easy, questions on that material no longer seem as scary or stressful. This is also means more of the exam time is spent on the harder material.
|Availability||Weekends, Weekdays (all times)|
|References Available||On File|
|University of Cambridge||2011||Masters||MRes|
|University College London||2016||Doctorate||PhD|
|Unpublished feedback (Usually negative)||1|