Recent graduate in Electronic Engineering (1st MEng Hons) from The University of Southampton, now working at Ultra Electronics NCS in the local area.
The past two summers, I have worked at AWE (who run the UK nuclear weapons program), and have previous experience at Harada (a leader in vehicle radios) and Caterham (the sports car manufacturer). I do not have a DBS (CRB) as I have never been a professional teacher. However, as a requirement of working at AWE I have DV security clearance from the MOD, which entails a far more thorough background check, including interviews of myself, family, and close friends. This certificate can be provided on request.
I am motivated, organised and hard working, as well as enjoying electronics and all the science and maths that comes along with it. Along with academic interests, I play guitar, work occasionally as an event photographer, and can (just-about) ride a unicycle.
I've had two previous clients, both being taught GCSE maths, both of whom were happy with my teaching.
In the course of work and university I end up having to explain things clearly and succinctly. I help my 12y/o sister out with her maths homework whenever I'm home so I have experience working with younger children. Once they get past about 14/15 it makes more sense to just teach them like adults anyway.
At university I was training officer for Southampton Nightline (listenning, information, and emotional support helpline, similar to The Samaritans), teaching groups of 3-20 people about handling calls.
Overall, lots of drawing, analogies and examples. I find that people generally need some motivation to learn things, i.e. an answer to the question "what's the point?", or "when am I ever going to use this?". I was always told in school that maths had 'some use' but there was never anything concrete behind it. This is what I feel I can offer over a school; real-world use cases and context for the abstract theory they learn at school.
It also helps to know why something works, as it allows for better visualisation and thus understanding of problems and concepts. If an unusual problem comes up in an exam, understanding is what will get the correct answer. Being able to derive things is far more useful in the long term (in both exams and further study) than just remembering things.
No rote learning. It definitely has its value but students don't need a tutor to learn things by heart; they can do it themselves.
|Availability||Weekends, Weekdays (evenings)|
|References Available||On File|
|Borden Grammar School||2014||School||Mathematics A-Level (A)|
|Borden Grammar School||2014||School||Physics A-Level (A)|
|University of Southampton||2018||Masters||Electronic Engineering|
|Borden Grammar School||2014||School||D&T Systems and Control A-Level (B)|
|Electronics / Electronic Engineering|