Maximillian

Hi, my name is Max and I'm a curious, social, and driven individual eager to make a difference. I'm half Italian and half Norwegian, but was born and raised in the UK. As a result, I'm highly attuned to involving myself with different cultures and learning from them. I have a passion for the sciences, and so studied physics, biology, and mathematics at A-Level. I also have an admiration for the humanities, and so studied a Bachelors politics, philosophy and economics, with a specialisation in economics, at the University of Manchester. I recently worked for an online carbon financing platform in Kenya, where I found my love for sustainability. I decided to leave the workplace and educate myself further on sustainability, and I am now living in Milan, studying a master in sustainability management at SDA Bocconi School of Management.

Tutoring Experience

At school there were tutoring sessions within house groups. These house groups ranged in ages, from 13 to 18. the older students undertaking their A-Levels would tutor students starting their GCSE's. Over the course of my final two years at school, I tutored 10 pupils, creating deep relationships with them and helping them to feel comfortable whilst learning.

Tutoring Approach

My teaching approach is student-centred, engaging, and supportive, with a strong emphasis on creating a positive and motivating learning environment. Whether I’m tutoring English, maths, or physics, I believe that learning should be fun, interactive, and tailored to each student’s unique needs and goals. To achieve this, I focus on building a strong rapport with my students, ensuring they feel comfortable, confident, and excited to learn.

I prioritise making students feel safe to make mistakes because I know that errors are a natural and essential part of the learning process. I achieve this by being approachable and patient, using a friendly and encouraging tone, and always responding to mistakes with constructive feedback rather than criticism. I celebrate their progress, no matter how small, to boost their confidence and motivation. I also encourage questions, creating an open atmosphere where students feel comfortable asking for clarification or expressing confusion without fear of judgement. Additionally, I incorporate humour and positivity into my lessons to make them enjoyable and to reduce any anxiety they might feel.

Each lesson is carefully planned to balance structure with flexibility, ensuring students stay engaged while making steady progress. I begin with a warm-up, which includes casual conversation about their day, interests, or recent experiences. This helps them relax and practise speaking naturally while also building a personal connection. For maths and physics, I might start with a quick recap of key concepts or a fun problem-solving activity to get them thinking. I then briefly review material from the previous lesson to reinforce learning and build confidence. Next, I introduce the topic of the day, clearly explaining what we’ll focus on and why it’s important. I always try to relate the topic to their personal goals, interests, or real-world applications to make it more relevant and engaging.

The main activity is the heart of the lesson, where I use a mix of interactive methods to keep the session dynamic and fun. For English, this might include role-playing, games, discussions, or multimedia (such as videos, songs, or articles). For maths, I use visual aids, step-by-step problem-solving, and real-life examples to make abstract concepts more tangible. In physics, I incorporate experiments, simulations, or practical demonstrations to bring theories to life. I break down complex concepts into manageable steps, providing examples and guided practice before moving to independent tasks. This ensures students feel supported as they build their skills.
After the main activity, I give students time to practise what they’ve learned. In English, this might involve speaking, writing, or problem-solving exercises. In maths and physics, I provide problems or challenges that allow them to apply their knowledge. I always offer specific, actionable feedback that focuses on both their strengths and areas for improvement. This helps them understand where they’re excelling and what they can work on.
At the end of the lesson, I wrap up by summarising the key points and asking the student to reflect on what they learned. If appropriate, I assign a small, manageable homework task to reinforce the lesson. For English, this might be writing a short paragraph or practising pronunciation. For maths, it could be solving a set of problems, and for physics, it might involve researching a real-world application of a concept we covered. This helps them continue practising outside of our sessions.
On a wider scale, I help students progress by setting clear short-term and long-term goals. In English, this might include improving conversational fluency, mastering grammar rules, or preparing for an exam. In maths, goals could involve understanding algebra, geometry, or calculus, while in physics, it might be grasping concepts like forces, energy, or electromagnetism. I regularly assess their development through quizzes, informal check-ins, or self-assessments, and I adjust my approach as needed to ensure they’re on track. I also make a point to celebrate their achievements, whether it’s solving a challenging maths problem, understanding a tricky physics concept, or having their first full conversation in English. These milestones keep them motivated and remind them of how far they’ve come.
Ultimately, my goal is to make students look forward to each session by blending structured learning with creativity, encouragement, and a focus on their individual needs. Whether it’s English, maths, or physics, I want them to feel confident, excited, and empowered as they progress on their learning journey.