I have been a Maths instructor at a Maths Learning Centre in Crouch end for 6 months whereby I successfully passed 20 hours of training. Through the centre, I have learnt to use Socratic questioning while teaching in order to encourage students to reach their answers independently, increasing their chances of storing this information in their long term memory, rather than merely memorising. Privately, I have tutored five families. The first family have two children who are both at KS3 level who I have been tutoring since April. The second family have a 17 year old son who was retaking his Foundation GCSE Maths exam (EDEXCEL). The third family have a 6 year old son who I tutored for three months to help him with his private school entrance exam. I have tutored a year 5 student to help pass the 11+ exams.
I have experience teaching children at primary and secondary school level. I assisted a primary school teacher for two weeks at St Aelred’s R C primary school whereby I learnt how to engage children in Mathematical problems in a fun and interactive way on a one to one basis and in groups. I taught a secondary school class a psychology lesson on mental health, specifically on eating disorders. This allowed me to build my confidence in teaching older children and taught me to organise, prepare and deliver lesson plans.
Subjects I teach
I graduated from the University of York with a first in Mathematics and Philosophy. At St Marylebone C.E Sixth Form I studied Mathematics (A), Further Maths, History and Music. I achieved 5 A*s, 3 As and a B at GCSE from Highbury Fields School with an A* in Mathematics. At university, I was the Deputy head of the Photography Society.
My Passion And How I Inspire
Mathematics has always been a strong passion of mine as I love problem-solving. Studying mathematics at degree level opened my eyes to a fundamental attitude towards problem-solving; understanding the core foundations of topics enough to allow one to be able to attempt all forms of relevant questions, as opposed to merely finding the right answer. This shift in attitude dramatically improved my problem-solving skills and I am keen to share this with students as early as possible. During my time studying maths at school, I often felt I was simply taught a method and told to apply it without the chance to approach the problem logically myself beforehand. Therefore, I strongly encourage a more independent approach towards tackling mathematical problems in order to better equip students to attempt any form of mathematical problems, rather than mere variations of previously seen questions. This includes breaking down the question and really understanding exactly what we are looking to find. Next, consider the appropriate methods needed to answer the question and attempt to use them until we begin to see successful progress.
My video Introduction
As well as teaching Maths, I am also a qualified Yoga teacher!