When a student is posed with a problem, I always like to ask them how they would tackle the question. Understanding the way the student interprets and analyses a question gives away great clues into how their brain takes in information and in turn, allows me to provide solutions and hints in an appropriate manner. Additionally, I believe that not intervening when a student is on course to making errors, is not always a bad thing. To quote Einstein: “Anyone who has never made a mistake has never done anything new” – student who are not scared to express their own opinions will ultimately learn from their mistakes and understand what they must do differently. That said, I truly acknowledge that having a good level of communication will help to reinforce the students’ knowledge and allow them to be confident in their own work, as well as the tutoring that you are providing. Striking a balance between guidance and individualism is what I believe helps to excel a student academically.
4 years of teaching Mathematics in a secondary school, including individual tutoring as well as group lessons.
Peer mentoring during my studies at University College London.
Private tutoring of Mathematics for GCSE and A-Level.
7 A*s GCSE, 6 A GCSE
4 A*s A-Level: Further Maths, Maths, Physics, Electronics
Currently studying for an MSci in Mathematics at UCL (final year).
Obtained a nominal triple award winning 1st class degree at BSc level – Hill prize, Andrew Rosen Prize and Nazir Ahmad Award.
Overall average at BSc – 91%
“Michael was a inspiring tutor who not only aided me through A-level mathematics, but also taught me the importance of being confident in my own ability.”
I only learned how to ride a bike when I turned 18!