Hi, I'm Naomi. I graduated from the University of Oxford in 2013 with First-class honours. Since graduating I have worked in education, teaching English in Paris for a year, and subsequently teaching Maths in a Bristol secondary school. Following this, I taught Maths part-time whilst studying law for two years. I am now working as a pupil barrister, and able to take on occasional tutoring requests on weekends only. I welcome students of all ages and ability levels for tutoring in maths and preparation for school entrance exams. I also provide guidance sessions for sixth form students who are approaching Oxbridge applications and interviews.
I am a fully qualified teacher, with a PGCE (Distinction) in Secondary Mathematics from Bristol University. I qualified through the Teach First Leadership Development Programme with ‘outstanding’ status. I have taught across the secondary mathematics curriculum and ability range from year 7 to year 11. I have a wealth of experience teaching GCSE maths, having taught priority exam groups, sixth-form re-sit groups, and individual intervention sessions. I have experience of teaching all major examination boards (OCR, Edexcel and AQA), and have had thorough training and teaching experience in the new GCSE maths curriculum, which students will sit from summer 2017.
My current role is an ‘intervention’ teacher – taking students on a one-to-one basis to help them reach their targets. This involves coordinating with the student’s classroom teacher to understand their strengths and weaknesses, and developing methods that work with the individual student to maximise their progress. This role enriches the work I do as a tutor, giving me further experience of students’ individual needs and the different teaching methods that best match them.
My aim as a tutor is always to improve students’ confidence; it is confidence that allows students to excel in a subject. To see students making progress and enjoying their work as a result is the ultimate goal. Experience has taught me that there is no one method that suits everyone; students make the most progress when teaching is personalised, and they learn at their own pace.
With any new tutee, I first want to find out their target or aim. To allow me to be flexible to the tutee’s needs, I would find out their strengths and weaknesses, and build a plan for each hourly session working towards their target. I want tutees to feel that they have tangibly achieved something thanks to their tutoring, and that they have enjoyed (and will continue to enjoy!) their learning in maths.
|Languages||English (British), French|
|References Available||On File|
|University of Bristol||2015||PGCE||Secondary Mathematics|
|University of Oxford||2013||Bachelors||English Language and Literature|
|Unpublished feedback (Usually negative)||0|