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I am a science graduate, with several years’ professional experience in the scientific industry. Outside of work, I enjoy long-distance walking. In 2012, I took part in the Thames Path Challenge, which was a 100 km charity walk along the River Thames from Putney to Henley. I completed the walk in under 22 hours, and in doing so, raised over £1,000 for the National Autistic Society. The knowledge that I was making a significant contribution to a worthwhile cause kept me motivated throughout the most difficult stages of the hike. I was also a member of the rambling club at university, and have completed various long-distance paths throughout southern England. Although I play less nowadays, I am keen on tennis, and tried out for the university team. I played extensively during my undergraduate days. I also like playing chess, be it online or over the board against friends or relatives. Although my skill level is not especially high, I am considering joining a club with the aim of improving my game. In addition, I have extensive academic interests. My passion is mathematics, and in 2010, I successfully completed a Level 2 course in this subject with the Open University. I also enjoy studying independently, either through books or via online resources, for example video lectures from institutions such as MIT. I have written a couple of informal articles, aimed at the non-specialist, on various interesting aspects of maths, although I have never considered getting any of this work published.
Previous Teaching Experience:
In early 2014, I took part in a voluntary tuition programme with an organisation called Action Tutoring, whose aim is to tackle educational disadvantage in inner city schools. Once a week for eight weeks, I visited a secondary school in Harlington, and for an hour after school, tutored GCSE mathematics pupils on a one-to-one or small group basis. The students that had been selected for this additional help were those who were on the C/D grade boundary, and it was my remit to enable them to achieve the higher grade in their exams this Summer. I found that it was vital to build a rapport with the pupils, so that they felt able to communicate their difficulties with the course material, and so that such issues could be addressed in a way that would not be possible in the normal classroom environment. In addition to working directly with the pupils, I spent time familiarising myself with the relevant syllabus, so that I could plan the sessions appropriately, and tailor them to the needs of the individual students. I also prepared extra study materials, such as worksheets that the pupils could take away and use for consolidation purposes or as part of their revision.

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