Sam M.

Hi, I’m Sam, I live just north of London in Hertfordshire. I attended university in London at UCL where I achieved my first class degree with honours in Mathematics. I also achieved A*A*A* in Maths, Further Maths and Physics A-level aswell as 9999999777 in my GCSEs.

Teaching maths is something I’ve done for a while now, during sixth form, I would tutor my own age group aswell as younger years. Especially nearer exam season as exam technique is something I believe is vital in maths so we will spend extra time on this.

For the most part, I like to ensure my students ‘understand maths’ and learn to ‘do maths’ rather than focusing on a fixed process with fixed steps to solve a question, ensuring they are better equipped to deal with unseen content given in exams. It’s essential that at the end of a lesson, the student knows something that they did not know at the start. I can tailor lessons so that we deal with the students weaknesses if needed.

I like to make my lessons very personal, as I feel this is the best way to learn. The students MUST enjoy maths, and if they don’t, we can fix that. I’m a big believer in the real world applications of maths and how it shapes our life so this is something I regularly try to convey to students, especially in more advanced maths.

Qualifications are vital for advancement nowadays, especially into university and the job world. My goal is to make the student enjoy the maths along the way, whilst giving every chance of success for the future.

As with most things, Maths is a topic that I feel students should 'learn' rather than copying and following fixed, boring processes. I feel this equips students with the knowledge and confidence to deal with those tricky 'unseen' exam questions as-well as the more 'process-type' ones. Generally my lessons will consist of an introduction of a topic followed by a series of questions the student(s) and I will work through together. I like to make my lessons in such a way that I learn 'with' the student and make sure the students don't feel they're being 'spoken at.'

I can also plan lessons exactly in line with the requirements of the student, whether that be tackling a mock paper together or just grinding out exam questions and exam technique practice during exam season. I'd like to think the thousands of exam questions i've done in my life stands me in good stead to deliver this. It's essential to me that my students leave my lesson knowing something they didn't at the start.

I certainly think, from my own experience, learning has to be fun to be efficient and this is part of the criteria I aspire to meet in every lesson.