£20 per hour
An introduction: I am a 21 year old undergrad studying for a first class Masters in Physics & Chemistry at Durham University, with hundreds of hours experience in tutoring and schools.
Prior to undergraduate level, I obtained A+ A A C at A Level and 10 A+s and 1 A at GCSE.
Why I Chose STEM
Science is the future. STEM qualifications open the door to new career opportunities and could lead to a job in a decade which doesn't even exist today.
My Approach to Tutoring Science
The bigger picture should come before the details. Time spent trying to build on weak foundations is wasted; one is better served looking at the underlying science. A student can fill in any gaps later.
An issue with classroom learning is the one-size-fits-all approach. A method for connecting the dots which works for one person might not for the next; teachers simply don't have time to discuss a concept from various angles. For me, a multi-faceted approach is the best way to build a concrete understanding.
Learn how to go about tackling new problems. While there's no substitute for practice, the approach is key. Don't panic - new problems are far less daunting once broken into steps. Remember, exams generally ask you to 'jump through hoops' - there are only so many questions they can serve up! With some work, public examinations won't seem such a headache.
Tutorials will be carried out in the interactive work space and involve face-to-face online discussion with a writing tablet as an aide. My approach to tutoring is a flexible one. Hard and fast rules are the enemy of learning! However, making sure we get the basics right is a priority - a student should be able to do more than just plug into equations and spout scientific jargon. Being able to explain, draw and derive is part and parcel of understanding a topic.
I will ask for information about exam board, provided texts, and material which need addressing. Material could include past paper questions, school homework and textbook excerpts.
How Do We Measure Progress?
Homework, test scores and past papers all provide tangible evidence which can help build confidence. Students can expect to develop a self-belief when confronted with new problems, and be able to explain their understanding and tackle unfamiliar problems
Will There Be Homework?
While there won't normally be mandatory work between sessions, I may ask a student to prepare themselves to ensure we get the most out of sessions. This may involve reading, looking at a past paper question or visiting a website.