tutoring:

I spent my own GCSEs helping people with their maths questions on student forums instead of, you know, my own actual revision.

I caught a bug for teaching and haven’t stopped since! My lessons take place over zoom, so my students no longer exclusively live in London.

I have experience in tutoring

• maths
• physics
• biology
• chemistry
• coding
• English literature

and also

• revision techniques
• STEM interviews
• Oxbridge interviews and admissions tests
• mentoring
• touch typing

I collaborate with my scholars with a focus on:
building their confidence so they attempt questions that seem intimidating; using storytelling to imprint key concepts; demonstrating how to break down problems into their smaller, easier, solveable parts.

"I'm not sure"

Building confidence means students will have a go even if they are not sure it is the right answer. Simply making a start might open up the problem and even gain them some marks. Mistakes are the best way to learn after all. If a student is not making mistakes, they are either too afraid to get a question wrong or the material is not difficult enough to push them.

"I don't know"

The ability to admit not knowing can be a brave act. It leads to questions - there is no such thing as a silly question! Asking questions demonstrates engagement and curiosity.

"What's the point of learning this anyway?!"

I aim to provide a context for the material so it has a relevance for my scholars. At the very least, some of the more abstract topics expand their ways of thinking.

"How do you know?"

I ensure my scholars have an understanding of the first principles so they can derive and understand the concept themselves. Curiosity is best with a healthy dose of scepticism. Questioning how or why we know something will improve their understanding.

I have experience with neurodivergent kids: ADHD, dyslexia, dyspraxia, and autism