Massimo M.

Academic Background and Qualifications:

I hold two Master’s degrees and a PhD in Engineering, along with a PGCE in Secondary Mathematics from UCL Institute of Education. Additionally, I have earned a DfE National Professional Qualification in Leading Teaching from Ambition Institute.

Professional Experience as a Teacher/Tutor:

With seven years of experience as a professional state school teacher, I currently serve as Head of KS4 Mathematics. Previously, I was responsible for enhancing mathematics achievement among KS3 and KS4 students, coordinating interventions, and organising enrichment activities such as the Junior and Intermediate UKMT Maths Challenge. Additionally, I have approximately 20 years of experience in math tutoring and have successfully transitioned my classroom teaching practices to various online platforms over the past five years.

My teaching philosophy revolves around three core values: passion, performance, and high expectations. These guide my approach to planning, preparing, and delivering lessons.

Typical Lesson Structure (depending on students needs):

1. Resource Selection and Lesson Planning: Tailored to the specific needs identified through baseline assessments and/or feedback from parents and students.

2. Starter/Warm-Up Activities: Incorporating skills checks and retrieval practice at the beginning of each lesson.

3. Learning Outcomes: Introduction of up to three learning outcomes per lesson.

4. Modelling Work ("I DO"): Demonstration with metacognitive strategies, followed by guided practice ("WE DO") to address misconceptions.

5. Independent Tasks: Students work silently with minimal supervision.

6. Feedback and Self-Assessment: Marking and providing feedback, with opportunities for self-assessment.

7. Re-teaching: Revisiting any necessary topics.

8. Plenary Activities: Diagnostic multiple-choice questions to assess progress and deepen understanding.

Additional Techniques:

• Modelling revision strategies such as flashcards, spider diagrams, and flow charts.

• Extensive use of online whiteboards, visualizers, and graphic tablets for effective lesson delivery.

Strengths in Teaching: 

Feedback from senior colleagues and students highlights my strengths in clarity of modelling (both written and verbal), use of open-ended questions, and frequent opportunities for students to articulate their understanding. My questioning techniques effectively support students’ development in mathematical oracy and help uncover potential misconceptions before independent work.

Additional Information:

As part of my professional endeavours, I am responsible for developing my School mathematics curriculum in compliance with the Edexcel (previously also AQA) examination board and the National Curriculum. I also create KS4 mock assessments to prepare students for GCSE exams and actively participate in exam moderation. This comprehensive experience significantly enhances my ability to prepare students effectively for exams. Furthermore, I am recognised for my commitment to continuous professional development and my passion for inspiring students to achieve their full potential in mathematics.

In addition to my regular teaching, I also teach students with Special Educational Needs (SEN). On a daily basis, I provide effective support for students with Attention Deficit (Hyperactivity) Disorder (ADHD), Autism Spectrum Condition/Disorder (ASC/D), and Specific Learning Difficulties (SpLD). By utilising visual aids and structured materials, I aim to reduce cognitive overload, making information more accessible and easier to process. These strategies not only help in clarifying complex concepts but also improve motivation by creating a more engaging and supportive learning environment, allowing students to experience success and build confidence in their abilities.