I specialize in teaching Mathematics and Physics from key stage 2 to 5 and up to a Degree level. I possess a mature and constructive eclectic teaching approach with excellent ability to communicate and have effective working relationships between staff, students and parents. I am a confident and hard working individual. I enjoy using my own initiative in all aspects of academic work, but above all, what inspires me the most, is the satisfaction of getting positive results from my students .
I am aware that students and parents are crucial to a responsive student attitude and therefore I am very passionate about building a successful learning environment and meeting the needs of children and school mandates. I am determined to continue my significant contribution to a suitable Academic institution
over 12 years and
*briefly would like to share my previous year students result.
Academic Year: 2016 -2017.
12 students (Yr 13, Edx, OCR, MEI, AQA & IB) achieved 'A*' in Core & Further Maths in their A level.
3 students (Yr 13, Edx, OCR, MEI, AQA & IB) achieved 'A' in Core & Further Maths in their A level.
2 students (Yr 13, OCR, MEI) achieved 'A' in Core & Further Maths in their A level
9 students( Yr 12, Edx, OCR, MEI, AQA & IB) achieved 'A' in Further Maths in their AS level.
2 students( Yr 12, Edx, OCR, MEI, AQA & IB) achieved 'B' in Core Maths in their AS level.
6 students passed their UKCAT, MAT, BMAT, GRE,GMAT and SAT (USA).
9 Students achieved grade 9 in their GCSE and IGCSE Maths.
2 Student achieved grade 8 in GCSE and IGCSE Maths.
8 students passed, St Alban school entrance exam.
6 students passed, Merchant Taylor entrance exam.
7 students passed, kings school entrance exam.
4 Students passed, Charter House entrance exams, Peterborough and Sevenoak Schools.
For students to understand mathematics deeply, they must have the opportunity to make sense of what they are doing. In a traditional approach, the teacher shows the students a procedure by demonstrating each step, and students complete several similar examples following the teacher’s explanation. I call this the “follow the rules” approach. The problem with this method is that students have a litany of rules to follow and often become confused about when to follow which rule. When taking a test, students ask themselves, “Which way do I move the decimal point?” Or, “Am I supposed to flip a fraction here?” Traditional approaches do not promote deep understanding or adaptive reasoning. And we wonder why our students struggle on the high-stakes tests!
|Languages||English (British), Hindi|
|Availability||Weekends, Weekdays (evenings)|
|References Available||On File|
|Magadh University||2005||Masters||in Mathematics|
|Magadh University||2003||Bachelors||in Mathematic|
|Comparison from UK Narric||2008||Professional||uk narric|