Not long after graduating I spent 6 months in Ecuador teaching English as a foreign language, and I got a real buzz from the classroom experience and helping young people in an Andean town improve their life prospects. Inspired both by this and by watching 'Educating Yorkshire' on Channel 4, I moved to Bristol to train as a secondary maths teacher
Aside from teaching I particularly enjoy spending time with my six nieces and nephews, who all live in Bristol. I'm also at my happiest when playing tennis, going to live music or comedy gigs or exploring the local countryside on my bike.
I completed my PGCE in 2015, and until recently was teaching mathematics in a Bristol secondary school. During my time in the classroom I have taught right across the age and ability spectrum, from bottom set Year 7 students through to top set Year 9 and A Level mechanics classes. I have a strong knowledge of the subject matter and students' likely misconceptions surrounding it, and I have used and encountered a wide range of techniques and tricks for helping students to overcome any blocks to their understanding.
Before training as a teacher, I tutored a total of 9 students, from primary through GCSE and A Level up to University standard, achieving significant progress with all students. All of my long-term GCSE students were able to increase their final mark by two whole grades.
My aim when working as a tutor is to use my passion and enthusiasm to dispel the myth that maths is a dry and dull subject. By presenting the subject as a set of tools for solving problems and puzzles, I can get students’ neurons firing, which in turn encourages learning.
This method works for me because I have recent experience of maths as a teacher, tutor and student (having graduated five years ago). I know the conventional methods of teaching inside-out and have detailed knowledge of what is required for GCSE and A Level exams, but I also have the subject knowledge and creativity required to tackle tricky subjects from a different perspective. This ability to find a fresh approach is crucial for overcoming a students’ feeling of ‘stuckness’. The fact I am also relatively young myself (28 years old) puts me in the great position of being able to engage with students whilst equipping them with that crucial understanding and know-how for their exams.
|Languages||English (British), German|
|Availability||Weekends, Weekdays (all times)|
|References Available||On File|
|University of Sheffield||2012||Masters||1st - MMath Mathematics with German Language|
|South Craven School||2008||College||A Level - A in Maths and German, B in Further Maths|
|University of the West of England||2015||PGCE||Secondary Mathematics Education|
|TEFL England||2013||Professional||Teaching English as a Foreign Language|
|Unpublished feedback (Usually negative)||0|
|English (Foreign Language)||One-to-one||Online|