This is how 2 referees rated Samantha:
Hello! I'm a postgraduate student, studying Mathematical Modelling (MSc) at the University of Birmingham. I have an undergraduate degree in Mathematics with Philosophy (BSc) from the University of Sheffield, graduating with upper second class honours. I have gained quite a lot of teaching experience during my time at university and sixth form, which has contributed to me becoming a very a trustworthy, reliable and professional tutor. I aspire to become a maths lecturer, and so being able to inspire others through teaching is very important to me!
I am very enthusiastic about maths, and I find it a very beautiful subject. In school, I was sure by Year Eight that maths was a subject I wanted to pursue to a high level, as to me, figuring out how to solve a difficult problem in maths is an extremely rewarding feeling. I'm a friendly, confident person, so I have always been comfortable giving tutoring lessons to people of any age.
I recognise how important it is to be adept in maths, as a good grade in maths is usually essential to progress onto following levels of education, or even when getting jobs that are unrelated to maths after leaving school. It is great knowing that I have helped someone to achieve their goal, whatever that goal might be.
I am currently volunteering with the Action Tutoring charity, which involves going to a school in Sheffield every week and giving one-on-one tutoring sessions to GCSE students who are struggling to achieve their desired grade. Whether this be a grade A* or a grade C, it is up to me to tailor appropriate and effective lesson plans for the individual student, which suit their personality and target grade. I have received training for these sessions which each last an hour, and I work with one student for eight sessions. Therefore, it is essential for me to ensure that I can cover all of the necessary topics within these eight sessions, and leave the student feeling confident and well-prepared for their exams. On their feedback forms, students have expressed their growing confidence in maths since having me as a tutor, which has encouraged me to take on more work with this charity.
Furthermore, I was recently a volunteer with Sheffield University for the STEM Outreach Project. This involved preparing lesson plans for children, and then going into local schools for an hour and a half to teach the children in a fun and interactive way about STEM (science, technology, engineering, maths) subjects.
I have tutored students via First Tutors, with ages of tutees ranging between 5 to 23. This has given me the most valuable experience of tutoring, and I feel I am very well prepared to tutor students of all ages. I hope to continue tutoring my current GCSE students during the next academic year, when they will be doing their A-Levels, because they feel I have helped them to improve their grades very effectively and would benefit from keeping me as a tutor.
Also, during Sixth Form, I volunteered at local primary schools to teach core subjects to Year Three pupils. These were one-on-one sessions, where the pupils would ask me questions about things they were finding it difficult to understand in class. At the end of my volunteering course, the pupil I worked with wrote me a card thanking me for helping him with his work, which was really rewarding and was the main thing that inspired me to do further tutoring at university, to help people achieve their maximum potential.
During my time studying maths, I have always thought that knowing how to solve a problem in maths is great, but as soon as you fall behind it can be a struggle to catch up. Therefore it is extremely important to fully understand each step along the way; not just the method, but also the intuition behind it. If someone can comfortably think about a maths problem intuitively rather than just memorising methods, they are far less likely to panic in an exam situation, or generally forget what they have been taught. This is why I often draw pictures, where relevant, to aid learning.
Also, when maths begins to use less and less numbers, and increasingly more letters, I know it can be quite overwhelming, and it becomes more challenging to understand what is really going on. This is why worked examples are so incredibly important. Personally, I have had experiences where I was struggling with a concept in maths for a while, but as soon as my teacher worked through some concrete examples, it made everything clear. For this reason, I will always use examples with numbers.
Lastly, I think that as I am still a student, I understand how it feels to be a young person in education. Some people learn very differently to others, which is not always accounted for in a class containing many people, and I think I will be able to relate to different people having different needs.
|Date Last Logged In:||17/10/2016|
|Tutees Providing Feedback:||3|
|Tutees Providing Positive Feedback:||3 Av. 4.67/5.00|
Tags: Smethwick Maths tutor, Smethwick Primary Maths tutor, Smethwick Secondary Maths tutor, Smethwick GCSE Maths tutor, Smethwick A-Level Maths tutor, Smethwick Casual Learner Maths tutor