Joseph

My approach to tutoring has proved remarkably effective, and has been gradually refined over the years.

In classrooms, students are too often taught how to answer questions rather mechanically, simply being told *how* to solve a problem, rather than *why* the method works. This means that students are rarely well prepared to deal with problems that are unfamiliar, even if they are well-versed in the subject matter. Students also tend to forget the method, as they use short-term memory in the classroom to master the technique which they learn by rote. Once the exercise is complete, the student forgets the method. My teaching technique combats this.

My approach focuses on teaching students how to deal with unfamiliar problems by breaking down the question, identifying the knowledge they need to answer the question and analysing the question thoroughly to answer it as best they can.

By understanding the logical progression of mathematical equations and the relationships between different subjects - whether that is in History or Mathematics - helps the student to understand *why* the method works.

Once they understand why the method works, students no longer need to ask `is this right?` as they will have to tools to check the answer themselves because they understand the logic that underpins the questions.

This approach has helped almost all of my students to achieve at least two grades above that predicted by their school. One notable example was a student predicted a to be on the C/D border that went on to achieve a A* in his GCSEs, and is now studying to be an engineer.

Availability: Evenings and weekends.

Willing to travel: 15 miles

Experience: I have plenty of experience as both a tutor and as a classroom teacher. I have taught all ages from 7 year-olds to 21 year-old undergraduates and everyone in between!

I started teaching mathematics straight out of university on a Graduate Training Programme before beginning my Masters in Cambridge. I have since taught mathematics predominantly as part of school entrance exams and GCSE preparation.

I am very used to 1-1 teaching. Following the Cambridge supervision model, most of the teaching I have undertaken for the university has been on a 1-1 basis. The combination of experience in both classrooms and 1-1 means that I am highly attuned to both delivering the broad curriculum before focusing on practical problems with the student and engaging with their learning style to help them understand the questions they are being presented with.