I want students to let go of the horrible emotional reaction that you can get from maths. The "I will never understand this", the "My brain just doesn't work that way", the "I'm stupid" or the "I'm rubbish with numbers" are all self-deprecating thoughts that inhibit real progress. Maths, like anything, is a skill to practice, and I truly believe that EVERYONE is capable of doing maths confidently and accurately.
When it comes to English, I encourage students to be curious about vocabulary and grammar, be confident with their opinions and creative voice, and read a LOT of great literature.
-Leeds-based, experienced tutor
-Can teach: Maths (all levels), 11+ entrance exam (all subjects including comprehension, verbal reasoning, non-verbal reasoning), English (KS3 and Primary)
-Experience in teaching (e.g. Pudsey Grangefield School, teaching placement)
-Experience in 11+ tutoring (e.g. Eleven Plus Exams tutoring centre, Harrow, London)
-Focus on students gaining confidence, reducing 'maths phobia'
-Share exam skills, study skills and revision skills that have personally helped me
-BSc Mathematics, University of Leeds (1st class honours)
-A-Level: includes Maths (A*), Further Maths( A*), Physics (A*)
-GCSE: includes Maths (A*), Physics (A*), English Literature (A), English Language (A*)
I have been a tutor since 2018, tutoring predominantly in maths and recently branching out into English. I tutor all ages, and have had experience in teaching students ages 9-21, as well as some mature students.
I plan the content of the lessons beforehand with rough timings for each segment (e.g. going through questions from homework, exploring a topic, doing example questions). Sometimes I have students who prefer to tell me what they want to cover in the next lesson, which I'm very much open to.
After each lesson I send a lesson report, notes and homework to either the student or their parent/guardian. Some students prefer to set their own homework and do independent study, for which I send useful resources about the topic.
Pertaining the first lesson, some students have something particular that they want to cover (e.g. a paper, an assignment, a topic that they need help with for a test), and others do not come to the first lesson with anything in particular. In this case, I will asks the student a series of questions about what they want to get out of the tutoring experience. Do they want to go through example questions and learn by doing? Do they want to have more structure topic-focused lessons?
When it comes to focusing on topics: I use a traffic light system to identify the topics that need to covered first: red for "I have no idea what this is,"; yellow for "I know what it is but I struggle with this," and green for "I'm am confident with this topic". Topics will be covered from red to yellow to green.