First class Cambridge Maths and Physics Graduate, Full time A-level and Oxbridge admissions tutor, 5 A*s at A level and S S in STEP II and III. Over 2,000 hours tutoring experience. Enhanced DBS check. I have my own website where you can find everything about me including my teaching style and my personal written materials, including an A-level Physics textbook. Best results from this year include C to A* at A-level Maths and D/B to A A in Physics and Maths, with Autumn exams planned to get him to A*A*! I'd love to write more here but I'm limited - please see my website to find out everything you'd want to know!
How would you describe your teaching style?
Hi there, I believe it`s important to find the right kind of tutor for each student, so the following is reasonably extensive explanation of my style, so that it is clear what it is I feel I can offer that is unique and different. My style is primarily focussed on having a long term positive impact, rather than simply teaching a particular topic week to week. Please see the videos and articles section of my profile for examples of my materials; the videos show examples of my question approach for making difficult questions easy, and the articles go over my thoughts on the `what, why and how` required to become successful in Maths and Physics. What do people expect out of a tutor? The basic view is that, if a student is struggling with a syllabus or topic, a tutor can help them to understand that topic. It is my view that that is only a tiny part of what a tutor can offer and somewhat misses the bigger picture. I do not view tutoring as simply teaching methods and techniques week to week on different topics. While that is (obviously!) necessary and helpful, I aim to make a much bigger and longer term impact in other ways. My overall style and methods are centered around tackling four areas, all of which are extremely important: 1) Confidence 2) Problem solving ability 3) Knowledge 4) Exam preparation and technique Areas 1, 2 and 4 are often neglected by tutors and teachers. This is a huge mistake, as they are crucial to exam performance. They are also, however, somewhat tricky to learn and teach, and so must be given careful thought. The following is a brief outline of the way in which I go about working on these areas - for a more detailed descri ption please look at the `articles` section of my profile. 1) Teaching a structured, reliable and rigorous question approach to be applied on every question. This reliable go-to method is designed to make difficult questions easy, and is focussed on removing the `I have no idea what to do` panic reaction that difficult questions tend to cause. The videos on my profile show examples of the question approach being put into practice on questions which are far above the difficulty of standard A-level questions to make them simple and easy to tackle This question approach is my way of teaching `problem solving` ability; it focuses on providing a set checklist of steps to follow on all questions, even (and especially) those which the student does not know immediately how to solve 2) Make as many topics as easy as possible by focussing on simple algorithmic methods to apply to questions. This means that answering even difficult questions tends to come down to running through a set sequence of easy steps. The more that difficult questions can be made to feel formulaic and standard, the less fear and more confidence students tend to feel about the subject 3) Change students` views on whether questions are actually difficult or they simply do not know the material yet. While always a controversial claim at first, there are very few truly difficult questions, even in the new A-levels, and proving this to students is crucial to building confidence and removing fear around the subject. This helps to shift their mindset from "I can`t do this topic, it`s too hard and I am bad at this subject" to the more helpful (and accurate) mindset of "I can`t do this topic yet so I do not have the required knowledge. I need to spend more time searching for an explanation that makes sense and simply learn the topic more thoroughly" 4) Explain the topics on the syllabus on a deeper level than is covered in the book, with an emphasis on understanding what is actually going on rather than just applying set steps without understanding. This is particularly helpful for tackling the new A-level questions as they tend to be harder and emphasise understanding more 5) Prove to students that their level of competency in a subject, while partially dictated by natural ability, is actually far, far more linked to pure time commitment and hard work than popular belief would suggest. This is crucially important: if a student believes they just are "bad at Maths" and that cannot be changed, as most do, then they will never fulfill their potential and will most likely remain "bad at maths", which is a shame as it is simply not true 6) How to abuse markschemes, particularly in Physics, but also in a huge range of other subjects, in order to get the highest grades. Due to the stupidity of markschemes, often even strong students do not perform well, as the exams are actually more about knowing what will tick the right boxes, rather than necessarily just being good at the subject & knowing the material. This, in my experience, is simply not taught well, if at all, in schools and is what I credit a large part of my examination success to 7) Teach students how to self teach, revise, and cover best exam technique practices 8) Show how certain practices shown generalise to other subjects and that achieving top grades follows essentially the same formula cross subject 9) In Physics in particular, teach students how to abuse the formulae book provided to truly make many questions in exams trivial, even if the student does not really understand the question or know how to go about solving it. This is an extremely underutilised strategy and, after some practice, guarantees extra marks in exams practically for free, especially on questions that students wouldn`t be able to answer without this method The fact that I am young (24) and recently went through the exams that students are sitting allows me to have a more comfortable and fun, relaxed atmosphere in lessons. I aim to have a more friend-like relationship with students than may be common with an older tutor. In particular, I find it helpful being able to understand the pressures and stresses our generation faces when it comes to exams, and try to help offer ways of reducing this stress, as I was absolutely not good at that in school and (hopefully) can offer some useful advice on the matter. I also find this is helpful for allowing students to feel comfortable with discussing things and speaking their mind, which is essential for allowing communication when students don`t understand fully without feeling intimidated or shy.
What qualifications do you have?
Double First Degree in Physics and Maths from St. John’s College, Cambridge 5 A*s at A-level (Maths, Further Maths, Additional Further Maths, Physics, Economics) Grade S (“Outstanding” - 96th percentile) on both STEP II and STEP III (Cambridge mathematics entrance exams) I have also prepared for and sat the Oxford admissions tests for Maths and Physics (MAT and PAT), though results for these are not released
Tell us about your experience...
I have over 2,000 hours tutoring experience, and became a full time tutor in 2018, having tutored part-time for many years prior. I primarily focus on Maths, Further and Physics at A-level (or equivalent) standard, as well as university entrance preparation, particularly regarding interviews for Oxbridge and admissions tests such as the MAT, PAT, STEP and the new Engineering Admissions Tests. As I tutor full-time, I have noticed that the supplied textbooks and materials from exam-boards tend to be sub-par, so I have written a full textbook for the Physics A-level syllabus for my students, available free to my students. I am currently working on equivalent materials for the A-level Maths and Further Maths syllabuses, as well as Oxbridge entrance guides. I tutor a range of students one-to-one, with a maximum of 15 students a week to ensure I have enough time to dedicate to each student outside of lessons. I have tutored a range of courses and syllabuses, from age 13-22, including GCSEs, A-levels from all exam boards, IB and at university level. I have conducted mock interviews within schools for Oxbridge candidates and intend to do so this year also.
What locations do you tutor in?
I tutor throughout Greater London in person, and alternatively tutor online if in person is not possible.
What is your personal message to students?
If you're happy to work with me, I have no doubt you can achieve the result you're after. This year one of my students went from a C to an A* in A-level Maths, and another has gone from D and B in Physics and Maths to A A - and he is taking the Autumn exams to go for A* A*. I look forward to replicating those results with you!
|CRB/Disclosure Certificate:||Yes, enhanced DBS check performed by TutorHunt|
|Travelling tutor:||All of Greater London|
|Online tutor:||I tutor via Zoom and in person|