Emilio

I am a second-year student at the University of Southampton, studying Economics, a degree that heavily relies on mathematics. I aim to provide top-quality tutoring at a much lower price than usual, as I understand how expensive A-level tuition can be from my own experience. My flexible schedule revolves around my students, offering lessons that best fit their availability.

In addition to my academic background, I have significant experience working with younger students. As a House Captain in sixth form, I honed my leadership and communication skills, which I now apply to my tutoring. Being close in age to my students (19), I can easily relate to and engage with them, making the learning process more effective and enjoyable.

Tutoring Experience

I have been providing private GCSE maths tutoring for three years and recently expanded my services to include A-level maths tutoring, which I have been offering for nearly a year. I have experience working with students from Year 9 through to Year 13, helping them navigate the challenges of their respective curricula. My tutoring sessions are conducted online, which allows me to connect with students from various locations and offer flexible scheduling to suit their needs.

I am passionate about broadening my students' knowledge of mathematics and fostering a deep understanding of the subject. My approach involves breaking down complex concepts into manageable lessons and tailoring my teaching methods to fit each student's learning style. One of the greatest joys of my work is seeing my students succeed in their final exams. Their achievements and growth in confidence are incredibly rewarding, and I take pride in knowing that I have contributed to their academic success

Tutoring Approach

My tutoring approach is student-centered, focusing on individual needs and learning styles to ensure the best possible outcomes. Here’s an overview of how I structure my tutoring sessions:

Initial Assessment and Goal Setting: During the first session, I conduct an initial assessment to identify the student's strengths, weaknesses, and areas of concern. This helps in setting clear, achievable goals tailored to the student’s specific needs.

Customized Lesson Plans: Based on the initial assessment, I create personalized lesson plans that align with the student’s curriculum and learning pace. Each session is designed to build on previous knowledge while introducing new concepts in a structured manner.

Interactive Learning: I believe in making maths engaging and interactive. I use a variety of teaching methods, including visual aids, practical examples, and real-life applications of mathematical concepts to keep the sessions interesting and relevant.

Regular Practice and Feedback: Practice is key to mastering maths. I provide regular exercises and problem sets, ensuring that students get ample practice. I also offer constructive feedback and work through any mistakes together to reinforce understanding.

Building Confidence: Many students struggle with maths due to a lack of confidence. I focus on creating a supportive and encouraging learning environment where students feel comfortable asking questions and expressing difficulties.

Exam Preparation: As exams approach, I concentrate on thorough revision and exam techniques. This includes timed practice exams, review of past papers, and strategies for tackling different types of questions effectively.

Progress Tracking: I regularly track the student’s progress against the set goals. This helps in identifying any persistent challenges and adjusting the teaching approach as needed. Regular updates are also provided to parents to keep them informed of their child’s progress.

Flexible Scheduling: Understanding the busy schedules of students, I offer flexible tutoring sessions that can be adjusted to fit around other commitments, ensuring that learning is convenient and stress-free.

By combining these elements, my approach aims to not only improve students’ mathematical skills but also to foster a genuine interest and confidence in the subject.