Richard H.

I began tutoring students, young and old, throughout my undergraduate degree in Physics, my subsequent doctoral degree in Physics, and my postdoctoral research years. In 2011 I completed my teacher training in secondary education, and taught in the state sector for the next four years before taking the post of Head of Science at an independent school. Working as a physicist prior to teaching, allows me to bring a plethora of real world applications of Physics into my students’ learning, and emphasise those links between topics that really helps students to build a bigger picture of the subject.

For seven years I led a team of Science teachers in developing the key strengths of personalising learning for all students, and inspiring students to achieve higher grades than their predictions. After four years of delivering outstanding student results at GCSE and A-level in the classroom, I fully committed myself to enthusiastically engaging, supporting and promoting students’ interests and grades in one-to-one tutoring.

I have over ten years of teaching experience for the 11-18 age range, which includes successfully teaching interactive live lessons online during the UK lockdowns, face-to-face tutoring, and tutoring online for students in the UK and Far East. My experience as a teacher allows me to effectively identify any of a wide range of obstacles to learning that a student may have, and together, overcome them.

My tutoring experience is extensive:

• 13+ Science: ISEB and public school entrance exams

• 13+ Physics and Chemistry Scholarship: ISEB and public school entrance exams

• GCSE Physics, Chemistry and Biology: OCR, AQA, WJEC

• IGCSE Physics and Chemistry: CIE, Edexcel

• IB Physics Middle Years Programme

• A-level Physics: OCR, AQA, Edexcel, WJEC/EDUQAS

• IB Physics (Standard and Higher Level)

• UCAS statement advice

• Oxbridge, Harvard, Imperial admission (PAT, NSAA, IPAT, ENGAA, interviews, and application letters)

I approach each new student with openness, and willingness to learn what they need from me. Each student will have a different set of needs. One might require patience, perseverance and positivity, whilst another might make better progress with fast-paced, competitive, high-challenge sessions. I look forward to finding out what works with my students, whether it be through assessments, explanations or conversations beyond the curriculum.

Generally, I will use discussion and expert questioning to help students build concepts for themselves, and solve the problems they encounter. I make the learning accessible through context, and break complex topics or ideas into smaller, more manageable chunks. Using scaffolding techniques I facilitate students, of all starting abilities, to reach for the highest achievements. Short diagnostics are used to help identify weaker areas of understanding, and these are focused on first, to boost confidence. I make sure I am continually listening to my students, and accommodating their learning needs, discovering and developing new strategies with each unique individual. I love trying out new ways to make Science interesting to a student, and set the challenge at the right level so they can master each learning step.

When a student needs to improve exam technique, we will dissect questions; considering the question type, the current understanding of the topic, and what the examiner wants to see. Using assessment scores, I track progress with both student and parent, and have honest discussions about the chances of achieving our shared goals.