Emily B.

Having achieved 3 A*s in my A Levels and 11 Grade 9s at GCSE, I have an excellent knowledge of both the content and nature of Maths and Chemistry GCSE and A Levels. I have been tutoring since 2020 and all of my previous students have remained with me for the next academic year. I have improved the results of students at all levels, from those aiming to pass to those aiming for the highest grades. My ethos is to improve the confidence of all my students - a strong understanding of the specification content will only produce high marks if the student has the confidence to tackle challenging questions. 

As a 19 year old, I have found that students feel a lot more comfortable asking questions and making mistakes with someone of similar age to them. I am always friendly and encouraging and ultimately hope to pass on my passion for Maths and Chemistry.

Firstly, I always have a lesson plan based upon the student's curriculum, what they are currently studying at school and what they have covered with me. However, I am flexible and can cover any topic should the student ask at the start of the lesson.

For me, the most important thing is for the students to use their knowledge as much as possible. There will be a great deal of questions in every lesson, starting simple and getting more challenging. Should the student get stuck, I always encourage them to just do the first few steps or even to just suggest what they think the question is asking. I rarely work through a question from start to finish - sometimes I can give the student the first steps and then they are able to complete the next few. When they do give an answer, I always ask them to talk through their working so I can identify where they have gone wrong if they have made a mistake or to check that they have written out their working clearly.

When I am explaining new concepts, I always get the student involved so that they can link what I am teaching to their previous understanding. For example, if I am teaching calculations with algebraic fractions I will first ask the student how they would do calculations with numerical fractions. This can allow me to identify gaps in their understanding which would otherwise prevent them understanding the new topic.

When there is a long term goal, such as achieving a particular grade, I will make sure to use questions or papers that are designed for that level so both myself and the student know if we are on track. I find that when students have a goal to work towards, they are far more motivated and less likely to give up when things get challenging. I aim to be encouraging and never criticise students' mistakes, as this is how they learn best!