Pete M.

I am a highly experienced A-level Mathematics and Further Mathematics tutor. I provide teaching support for students throughout the academic year, and in particular during the busy period before the summer exams.

I have a proven track record of success spanning more than a decade teaching, and private tutoring, Mathematics and Further Mathematics in high achieving schools and colleges in London. Many of my students have gone on to study Mathematics at Oxbridge and Ivy League Universities. Many more simply needed support to gain the UCAS grades required for the university course of their choice, or in order to have a valuable Maths A-level under their belt as they enter the world of work. My excellent communication skills, patience and a compassionate and approachable nature facilitate my drive to encourage each and every student I accept to achieve the very best grade they can.

I have a BSc (Hons) Mathematics degree from Warwick University, and obtained my PGCE and
MEd (Masters of Education) from the University of Cambridge. In recognition of my teaching expertise, I have thrice been selected by the University of Warwick to deliver Masterclasses on the international stage to fellow Maths teachers.

Learning mathematics is a cumulative process; it is imperative to have a solid understanding of the fundamental concepts as a foundation on which to build. Through no fault of their own (particularly after the last few years of disruption in education and elsewhere), and for a variety of reasons, students may have significant gaps in their knowledge. One of my primary roles as an experienced and effective private tutor is to quickly identify where these knowledge gaps may lie, and subsequently tailor my tutoring sessions to meet these individual and unique requirements.

I teach solely online lessons, and it is my belief that online tutoring provides similarly ample opportunity to demonstrate that the process of learning mathematics can be interactive and discursive as face-to-face tuition. Students often feel liberated when removed from classrooms and the inherent peer pressure therein, and so during one-to-one tutoring sessions I am able to foster positive student-tutor relationships by encouraging students to communicate their ideas, questions and solutions. Furthermore, online lessons can empower students to present their work for discussion and collaboration, as solutions are easy to share, reorganise and correct as necessary. Other technological aides which help students engage with the mathematics through visualisations and demonstrations of concepts are also easily integrated into online sessions.

While the material content of my A-level tuition might remain the same (the syllabus), the way I cover it would of course differ for e.g. a student who plans on having 2 years of tuition starting from the beginning of their AS year in September, and for a student who requests help during their study leave the month or so before their actual exam. Both approaches would involve the study of content alongside practice with topic-based exam questions, but I would have more time with the former student to help them build connections between topics and to facilitate a holistic understanding of the subject. This in turn means they are more likely to be able to correctly answer unusual or unfamiliar challenging questions as their knowledge is deeper and more adaptable.

I am a calm and reassuring presence in tutor sessions. I plan these carefully so that my teaching is tailored to individual students, based on the excellent professional relationships I build with them and my thorough understanding of the A-level material and exam techniques.