I'm 23 and currently studying Mathematics at the Open University. I really enjoy sharing my enthusiasm and love of maths with young people. I strongly feel that while a classroom scenario is important for building interpersonal skills, discipline and order, tutoring is a far more effective way of communicating the abstract and complex ideas dealt with in maths. Besides studying and tutoring i enjoy table tennis, Chess, running, reading and going to the cinema.
-Over 400 hours of 1 to 1 maths tutoring experience acquired in the last year and a half with 19 different pupils of varying abilities and ages, 5 of them at A Level and the rest at GCSE or below.
-Worked for 6 months as an Academic Assistant at the Cedars School in South Croydon. This involved providing supplementary GCSE tuition to pupils in Year 11, including one pupil taking Further Maths GCSE to whom i taught the majority of the course and who achieved an A* with distinction. It also involved taking 4 pupils out from each year 10 class to cover more advanced mathematical material with.
-Volunteered for 2 years at a youth club in Wandsworth, organising activities and giving talks. Still visit to help with certain activities occasionally.
I feel it's very important for pupils to understand what's going on when they use a formula or apply a rule in their maths. Usually a Maths teacher will not have the time to explain to each student in his class the mechanisms behind all of the maths they teach. Memorizing can only get you so far in maths - real ability and genuine enjoyment of the subject grow form a deep rooted understanding of what's really going on. In my time as a tutor i have seen substantial progress made in areas that a pupil thought impenetrable by taking this bottom up approach. It's only too often that i come across someone struggling in their GCSEs or A Levels because they missed out an important mathematical concept or idea that they should have picked up years before. Maths, more so than any other academic subject, builds on previous knowledge to climb to higher tiers of understanding. That's why, starting from the basics, a pupil must really understand the maths rather than just memorize it. Part of my tuition process is to identify missing stages in a pupil's understanding of maths, it's only by tracing these problems to their source that one can really eliminate misunderstanding and replace it with comprehension.
|Availability||Weekends, Weekdays (all times)|
|References Available||On File|
|Wallington County Grammar||2011||School||A* GCSE Maths|
|Wallington County Grammar||2012||School||A* with distinction GCSE Further Maths|
|Wallington County Grammar||2014||School||A* A Level Maths|
|Wallington County Grammar||2014||School||A A Level Further Maths|
|Unpublished feedback (Usually negative)||0|