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I taught maths from GCSE to STEP at an academy in Essex from 2009 to 2017 and at another Essex academy from 2020 to 2024. In both academies I taught GCSE Mathematics A Level Mathematics and Further Mathematics and STEP. About half of my students have been recommended to me. I have been a private tutor since September 1987. I do not cover D1 or D2 or Modelling With Algorithms at A level. I have a first class honours degree from Goldsmith College London where I won the Stanley Hails Memorial Prize.
*Please contact me on my business WhatsApp number +447832176914, or email me at simon.chu2006@googlemail.com*
I have three years tutoring experience of GCSE and A Level Mathematics, as well as A Level Further Mathematics.
Aside from this, I have worked at King`s College London Mathematics School for nine years, teaching AS Computer Science as well as supporting students in admissions test preparation for Maths (i.e. the Oxford MAT and STEP papers). This has also involved mathematics outreach for y10 and y11 students,.
Before working in a school (during my PhD), I took on a range of tutorials for undergraduate mathematics students, mainly based on 1st and 2nd year modules, covering introductory calculus, analysis and abstract algebra.
Mathematics, Pure mathematics, and Further mathematics lessons in London, UK.
Hello! I’m Josh, a Head of Mathematics at a successful Secondary school in Bromley and an experienced online tutor specialising in GCSE and A-level Mathematics, including Further Maths. I’ve been doing this for 8 years, and I’ve found joy in simplifying tricky math concepts.
Why online tutoring? I believe it offers flexibility and convenience. You can learn from the comfort of your space and at your pace. However, I do require students to have a graphics tablet to make our virtual lessons interactive and effective.
My teaching style is adaptable. Whether you’re building a strong math foundation or delving into advanced areas, I’ll tailor the sessions to your needs.
I value practical learning, where questions are encouraged, and challenges are tackled head-on. From algebra through statistics, my mission is to empower you not just to understand math, but to feel confident applying it.
Let’s partner up in this maths journey. Your success matters, and I’m here to support you every step of the way!
Subject area specialisms:
- GCSE Mathematics: Higher tier and Foundation tier
- GCSE Statistics (Edexcel exam board)
- A level Mathematics (my school use the OCR MEI exam board but I would feel comfortable tutoring any exam board)
- Pure
- Statistics
- Mechanics
- A level Further Mathematics (OCR MEI)
- Pure concepts
- Numerical methods module
I have been tutoring since 2015 since my GCSE results and marks spread across my community and started teaching A Level too in 2017 after getting the best results in my school, and almost 100% in my A Level Maths and Further Maths. I am currently a secondary school Maths teacher in Grays. I teach online and in my home in Ilford, IG3. Reach out for more details on availability :)
Hello! I'm Daisy and I'm a postgraduate student at King's College London and tutor up to A-level. I have a BSc in mathematics from the University of Nottingham.
I've been tutoring for 5 years including a year full time. I've delivered over 2000 hours of online lessons and many face-to-face.
In my lessons I focus on clear explanations and aim to make maths more approachable, especially to those who have struggled or felt less confident in school.
Available for maths tuition online or in-home in London. Send me a message to book in a free initial meeting where we can discuss the best lesson plan personal to you. Generally students have already identified a few topics they struggle with as a starting point.
Lesson structure varies but we will always have a recap of related topics that we may be building on the lesson, examples and explanation as needed and a focus on practice questions. If you are preparing for an exam we will also look at exam technique. I would usually recommend that we focus on one topic at a time and take time to really get the hang of it, rather than rush through lots of content that is difficult to retain.
I always check my lesson content against the national curriculum and/or relevant exam syllabus.
/ Musa A.
I am a year 13 student who is predicted 4 A*s in alevels for Maths, Further Maths, Physics and Computer Science. I aim to study Engineering at Oxford next year. I got all 8s and 9s in GCSE. I plan to teach maths, physics and Furthermaths for GCSE and I have received a 9 for Maths and physics in GCSE. You may wonder why you should pick me over a tutor who is graduated, well I did GCSEs very recently and I understand the subjects and its specification very well for this reason my teaching will be tailored specifically to GCSEs and I will not be going off tangents whilst teaching, it will be the perfect amount for the student to get the desired grades unless they will to learn more. The tuition fee is negotiable.
I am a Year 13 Student in a grammar school. I achieved 10 level 9s at GCSE, including maths, further maths and economics. I have been predicted A*A*A*A* for my A Levels in Maths, Further Maths, Economics and Politics.
Maths and Further Maths lessons in London, UK.
I am a student and I have finished my a levels and am heading to LSE to study finance. At A Level, I studied Biology, Chemistry, French, Maths and AS level further maths. Price per session can be negotiated. Feel free to contact me with any questions.
I am an enthusiastic and inspiring Maths teacher and tutor with over 20 years of experience. My goal is to find the best possible approach of explaining Mathematics to students of all abilities, helping them to overcome difficulties they encounter in the subject, whether it is a subconscious bloc or even anxiety and feeling of "I can't do it". Each student has a unique set of skills and requires individual approach to get a maximum benefit of combining those skills in learning how to master the subject.
Under my coaching, confident students further perfect their technique and achieve their best grades. With those who find Maths difficult, I discover their areas of strength and we develop them and build upon them to help overcome shortcomings in other areas. In the process students often find out they can do much more that they initially thought and with encouragement, they lose fear of Maths and often start enjoying the process, especially as they start being more and more successful.
Over the years, I was a witness to many success stories, exam passes that enabled students to continue in their chosen education path, all the way to A star grades in A level and Further Maths with students actually choosing to study Maths at University.
My Approach to Tutoring and Teaching Classes
Techniques and Teaching Methodology
1. Challenging Questions to Enhance Skills: I believe in pushing students' mathematical abilities by walking them through difficult questions. This not only prepares them for high-level problems but also builds confidence in their problem-solving skills.
2. Identifying and Addressing Weaknesses: My approach includes identifying areas where students struggle and focusing on those weaknesses until they are mastered. This personalized attention helps ensure that foundational gaps are filled.
3. Building Strong Basics: Mathematics is a cumulative subject, where understanding foundational concepts is crucial for grasping more complex topics. I ensure that students have a solid grasp of the basics before moving on to more advanced material.
4. Conceptual Understanding: I aim to provide students with a deeper understanding of why certain mathematical principles work. This not only helps in retaining information but also in applying concepts to different types of problems.
5. Pattern Recognition: I teach students to recognize patterns in questions and recall the steps to solve them. This strategy enhances their ability to tackle similar problems efficiently in exams.
6. Patience and Logical Approach: I emphasize the importance of patience in mathematics. Teaching students to approach problems logically helps them avoid feeling overwhelmed and builds a mindset that math can be simpler than it appears.
Typical Length of a Lesson:
Each lesson typically lasts for 1 hour. This duration is optimal for maintaining focus and ensuring that concepts are thoroughly covered without overwhelming the student.
Qualifications and Experience
I achieved a 9 in GCSE Mathematics and am currently studying both Mathematics and Further Mathematics at A-level, with predicted grades of A* in both. This strong academic background equips me with the knowledge and skills necessary to tutor effectively.
Target Audience
My lessons cater to students aged 8-16, covering a range of mathematical areas including:
- GCSE Mathematics and Further Mathematics
- SATs
- 11+ Mathematics
- General support with the secondary and primary education curriculum in mathematics
My goal is to provide comprehensive support tailored to the needs of each student, ensuring they achieve their full potential in mathematics.
I am a highly qualified, organised and self-driven individual with experience in working with children from years 1 to 13, teaching Mathematics in schools and as a private tutor. I have excellent time management skills and extensive experience in preparing engaging lessons adhering to the curriculum and each students’ learning needs and style.
Reflecting on my personal educational experience, external reading and modules I’ve taken up on teaching on top of my degree, I appreciate the impact the teachers make on the lives of young people. Furthermore, I believe that the skills and knowledge acquired throughout a young person’s education academically and personally has an immeasurable influence on their future. Therefore, as a tutor, I teach the material critically, specifically by expanding on the “whys” and the “hows” behind different techniques which would then encourage the students to look at the world more critically.
Additionally, I believe that understanding the reasoning behind each step from a young age is essential to strengthen their independent problem solving skills. Moreover, I believe this is pivotal in reducing maths anxiety, a common type of anxiety many suffer from which has proven to have an adverse effect on academic performance and motivation levels of students across all years.
My Educational Ethos
Throughout my experience as a teaching assistant, I have noticed that many students across all year groups abandon questions if it seems unfamiliar or difficult at first glance. However, when broken down in to steps students are capable of either working out a few of the steps towards the correct answer or reaching the complete answer by themselves.
I believe that one of the main reasons leading to this is the students’ lack of confidence in their ability and knowledge. Therefore, as part of my teaching process I focus on bridging the gap between classwork and being able to adapt their learnings to solve problems.
1. Starter activity
To build their confidence and reinforce their learnings, I start each of my lessons with a starter activity. This would include few questions on the material they have learned in previous lessons or the learnings directly relevant to the material covered in that lesson. I feel that this gives the students the opportunity to refresh their memory and skills whilst subtly drawing attention to the tools necessary for that lesson. These review activities and regular exercises help commit their learnings to long term memory leading to improved academic results.
For example, if the lesson was about using the circle theorems to find the angle x in a circle, I would start my lesson with a fun activity involving circle theorems.
2. Frequent reviewing sessions
Similarly, I like to commit half an hour to an hour per month reviewing and refreshing the material they’ve learnt over the course of the month. This is a great opportunity for the students to ask questions and brush up on their skills. Furthermore, this gives me an opportunity to review their understanding and focus on the divisions I feel could be improved. These reviewing sessions ensure effective learning as most of the material is built upon previous skills and learnings and consolidating the underpinning topics is key, especially in Mathematics.
3. Exercises
I believe the exercises given to the student must be tailored to their educational level and include questions which stretch their understanding to reach their maximum potential. This is because the first few exercises must build their confidence and then that can confidence can be used to introduce and encourage students to attempt more challenging problems.
With my lessons, I adapt the exercises per student depending on their ability because I strongly believe that this is the most effective method of teaching as no two students are the same. As a private tutor, I believe that this is the perfect opportunity for the students to gain the most personalised and therefore most effective lessons. Therefore, I make my lessons highly adaptive to cater to the needs and educational level of the students to enable them to reach their maximum results.
4. The whys and the hows
If the students understand the underpinning concepts behind each method, then I believe that leads to better results. A majority of the times, students are taught each method as a set of instructions. However, I believe that this is not the most effective way of teaching or learning as this does not promote independent problem solving skills and the likelihood of confusion increases if the students were to learn a set of processes per each topic. Therefore, I teach topics by placing emphasis on the objective of the problem and explaining why each step is taken.
I believe that education should be focused on the individual needs, and engage students in the process of their learning. I believe that all students have strengths and acquired knowledge, and the purpose of education is to assist students in identifying and building upon these.
One-on-one tutoring gives the opportunity for the teachings to be catered to the individual style and needs of the student which is not fulfilled to the same extent in school. Therefore, tutoring is the perfect opportunity for the student to reach their maximum potential because unlike in schools, these lessons will be going at a pace that is right for the student. Thus, it gives them the opportunity to master all areas.
For these reasons, my lessons are unique and made with the student in mind to cater to their individual needs and learning styles. This is how I ensure the students reach their maximum potential!
Bio
Hey! I m Dan. I m a young and passionate mathematician, with a joint math degree from Imperial College London and MIT.
During high school I went to Maths Olympiads and now I am studying for a PhD. I like explaining maths, talking about maths or anything related to it. And I also like teaching. It s something that I think I can make a difference in.
I strongly believe teaching should be more like a guided self-education process. For an extensive list of past tutoring experience, please consult the 'Teaching Experience' section.
I usually do sessions of 1. 5 to 2 hours. I feel this is a good duration to accumulate knowledge and not get too tired. I usually prepare exercise ahead of the session to consolidate the topic we discuss. I am looking forward to teach for any of these subjects, as well as for any other similar international qualifications/ university admission tests/maths university degrees. Teaching Experience
2 years of private tutoring in London. My most relevant teaching experience is:
-GCSE and IGCSE (4 months) -A Levels -Pure and further pure (all modules), S1,S2 (1 year) -American/ International syllabus (9 months) -IB Further Math (5 months-online) -Pearson Functional Math Test (only a few sessions, before exam) -Olympiad (2 months, over the summer) -Oxford & Imperial admission test- MAT (privately and during the summer of 2020 via Imperial) -University (about 10-20 sessions, mainly in person with Maths/CS majors from Imperial, UCL,Birkbeck and online with a Maths and Music undergraduate from Leeds)
First year tutor at Imperial College London (9 months) I feel my ability of teaching is best reflected at highscool, university admission tests / university level. I have an excellent understanding of Mathematics (supported by my results at Imperial College, where I scored in top 5%), which allows to me draw connections between fields and explain concepts in easier terms. I am positive this helps me instill a sense of confidence in my tutees.
Nevertheless, I have extensive experience tutoring at other levels too and I always try to match individual needs.
I have experience working with kids and young adults in classroom settings and have overseen revision sessions for students in secondary school while they were studying for A-level exams. I was appointed head boy in upper sixth and so I have a strong background in communicating and working with a variety of ages. I have volunteered in local primary schools to work with kids in young settings also, I really enjoyed my time doing this and found it to be an invaluable experience for my interest in teaching.
As a current third year Physics with Theoretical Physics student at King's College London, I have an unrivalled experience in both Physics and Mathematics that I can share with you. I have received awards from my university for achieving the highest first year laboratory results and have achieved a First in both my first and second year results. Furthermore, I achieved 5 A*s at GCSE and 3 As at A-levels, and I can help you achieve the same.
I have had several years of teaching experience in a few different areas. I am currently working at a tutoring centre where I help students develop their skills in a large array of subjects. I have also had professional tutoring experience with MyTutor where I have tutored students for A-Level and GCSE Maths and Physics for over a year, helping students to achieve the grades they require. With MyTutor I provided support to students over a video call, helping them with homework problems and achieving the grades they wanted.
I used to be member of my school's academic mentor team and eventually helped to run and organise the academic mentors. Our role was to provide support to younger students studying for their GCSEs. I would meet up with one or two younger students over lunchtimes and provide support and tuition in Maths, Physics and Chemistry. I partook in the academic mentor team for two years.
Further to this, I was a member of my school's Combined Cadet Forces where I was trained in how to prepare and deliver lessons to younger cadets and was later given the responsibility of training them. My time leading cadets in the CCF taught me how to effectively deliver information to people and the importance of suiting my teaching style to different people. I have also given support to some of my friends with EFL tasks and would often try and explain the mistakes that they may have made. This helped me to learn how to communicate ideas in an effective manner to people who are not entirely fluent in English.
I am a fourth year chemistry student at oxford and I am looking to become a teacher. I have worked as a teaching assistant at Watford Boys and Girls Grammar Schools and I have been tutoring privately for three years now. I also volunteer with IntoUniversity to provide academic support to struggling students. I am familiar with all syllabuses for GCSE and A-level and am happy to take on students of all abilities.
Among the many students I have worked with, I have used a variety of approaches. I prefer a hybrid style of teaching, talking through the content first to gauge understanding before working through questions with students. The key to success in exams is practicing past paper questions and so I ensure these are covered extensively. I tend to give advice on common pitfalls and help firm up knowledge of frequently asked exam questions. I want to make sure all of my students know the syllabus inside and out and are familiar with a range of question styles. In addition, I can also provide helpful notes on the subjects that need more focus. Usually, I like to set work beforehand, in order to give feedback at the start of the lesson and understand which areas of the subject need more focus.
I am available for online or in person tutoring and I am extremely flexible about times and location.
Passionate physics undergraduate, experienced in the field of teaching, and specialising in exam like practise, and higher order of bloom's taxonomy. With a special knack for showing difficult concepts in easy-to-understand visual ways, I’m especially eq
During the lesson I introduce the topic and then I apply it using many questions. I give the student worksheet after every lesson to try and in the next coming lesson we work on it togther.
Hi, I'm Ayush
I've just finished my first year at Imperial. I achieved 4A*s in Maths, Further Maths, Physics and Economics in my A levels having also achieved 10 grade 9's in my GCSEs at Queen Elizabeth's School, Barnet (top grammar school in the UK).
I am now studying computer science at Imperial College London.
I have 3 years experience of being a private tutor and can teach the Maths, Further Maths or Economics GCSE or A level courses.
I am a patient tutor able to help students of all abilities. I teach using a combination of textbook notes and my own pre-prepared notes as well as examples from textbooks and past papers. I aim to thoroughly teach the fundamentals and build from there and I often use diagrams and real-world examples to consolidate the lessons.
I can also help students with any struggles they have with homework or past exam questions.
I am flexible with the online lesson times I can provide and can accommodate multiple lessons weekly.
Hello! I am a passionate Mathematics educator with a unique blend of technical expertise and teaching experience. I hold a PGCE in Secondary Mathematics from Brunel University, where I completed extensive training to master not only the curriculum but also the art of making complex concepts accessible to every learner. This journey, combined with my BEng degree in Electrical and Electronic Engineering from the University of Northampton, has equipped me with a rigorous analytical approach and problem-solving skills that I bring to every lesson.
Whether you are preparing for exams, need help with challenging topics, or want to build a solid foundation in Mathematics, I am here to guide you with patience and clarity. I believe in creating a supportive learning environment where students feel empowered to tackle any problem with confidence. Let's make Mathematics not only manageable but enjoyable!
Graduate from the University of Nottingham with a Masters degree in Mathematics, helping students of any level looking to work hard to achieve desired grades and beyond.
Specialising in GCSE/Alevel, results driven, taking on students looking to exceed expectations.
My name is Juan R.; I am 19 years old and am studying Physics at Imperial College London. I achieved my First Class Bachelors with Honours in Mathematics from the Open University at 18, alongside my A levels. My main hobby is playing the piano - I achieved a Grade 8 at 10 and attended the RNCM from 2015-2018. I am dedicated and disciplined, from studying piano, mathematics and A-levels simultaneously so I know the importance of proper self-study and practice. I achieved 3 A*s at A-Level (Physics, Maths, Chemistry) and 1 A (Further Maths).
The good news is that I am an experienced tutor with over 80 hours piano teaching experience, ages 4+ to adults! I believe I can apply these skills easily to mathematics and physics, especially as many of the skills ( www.*** lessons planning, engagement etc.) are transferable.
Please do not hesitate to contact me with any further queries! Thank you.
Juan
I am school teacher (since June 2018) who has started practising since 2013. There were more than 300 students during my practising. Because I was studying in MIPT, I worked as a teacher of course "Olympiad Maths" when we prepared kids to competitions of different level. And then I was invited to give the course on 2 Summer International Schools. 90% of my students became students of MIPT and most of them are students of other bests universities of Russia, Poland, Ukraine, Czech Republic. I like to have friendly and "free" chemistry on my lessons. That's why all of my students don't have any complex to make mistake during solving problems. I think it is one of the most important to show everyone has right to make mistake. The most popular question among pupils is "How we can use solving of this problem in everyday life?". The main idea of mine is to show them how easy and practical maths is. And, of course, the biggest part of my teaching is dividing one problem on little problems which allows to understand the subject.
