Thomas B.

I have been tutoring on and off for well over a decade; I first ran revision sessions for rugby teammates when we were doing GCSE science exams, and kept some small informal work until I took on a supervisor role in my final year at university. At the end of that final year, I graduated with a First Class MMath from the University of Warwick, and had mentored a group of five first year students through the crucial transition from secondary to higher education. Since graduating I have spent some time working office-based jobs but have discovered a love of outdoor pursuits including climbing, cycling, skiing and trail-running so have spent the last few years following these passions. Teaching has always been a love of mine and being able to continue this while working remotely has been a huge benefit to me, and I had over ten students during the last academic year. At present, I am teaching four students at levels ranging from KS3 maths to A-level further maths.

I run generally quite relaxed sessions; students are encouraged to ask questions, and we can discuss whatever we need to. As much as exams and grades are important, I think that the key to learning and retaining information is to be inquisitive, to explore beyond the textbooks and see how what we find in the classrooms and labs underlies everything we see in the world around us. For all students, and in particular for A-level, I try to keep myself available through the week for ad-hoc questions. I see little value in having a problem arise on Monday and having to wait until a session on Sunday before we address it together. I cannot make any guarantees but if I get a question through and I have time I love tackling and answering them. Depending on the depth of the query it may be something to address next session, but it can be as simple as getting a 'plus' where there should be a 'minus', which is a horrible one to lose sleep and marks over!