Nerijus

I am Dr Nerijus Removed. based in Sheffield, and I am a private mathematics tutor with over 8 years of experience.

My academic qualifications include: GCSEs (2014), A-Levels (Maths and Further Maths included, 2016), Undergraduate Integrated Masters degree (MMath, 2020), and PhD in Applied Mathematics (2025), and throughout my PhD I have led two publications in popular academic journals (Wave Motion & Physica D).

I am available for teaching mathematics at GCSE, A-Level, IB SL/HL, and Undergraduate levels, with lessons taking place Online.

Tutoring Experience

SUMMARY:

> Having taught students from all over the world with various backgrounds at GCSE, A-Level, IB SL/HL, and Undergraduate levels.

> Over 5000 hours of lessons delivered (including Undergradate seminars), most of which are 1:1 lessons online.

> Worked with students in-person and online, providing both long-term support as well as rapid revision sessions.

> Extensive contributions to online mathematics forums helping students understand mathematics, contributing to over 20,000 posts.

DETAILED:

I decided to begin tutoring and help many struggling GCSE, A-Level, and Undergraduate students get to grips with their mathematics, and be confident that they are more than able to achieve the highest possible grade in their examinations. I value the flexibility, creativity, problem-solving aspects of the job, but the biggest reward is seeing someone’s abilities grow.

Throughout my own journey, I have taken upon numerous opportunities to tutor students of different abilities and help them get the grades they wish for.

Initially, in Year 12-13, I began as a non-profit tutor in my own school where I tutored Year 8-11 students during lunch breaks, and this involved boosting their confidence in the subject as well as providing new ways to approach problems and solve them. While this opportunity was not very long-term, the improvement of the students was clear-cut. Their algebra got much better over a short period of time, they started to think laterally about problems, and the topics which once haunted them were no longer an obstacle.

In summer of 2016, after some tutoring experience and after receiving my A-Level results, I decided to become a part-time tutor. In turn, I have signed up to several tutoring websites, and slowly began tutoring students in their own homes as well as online. These days, I work with many students on a weekly frequency over a long period of time, but also with many students who request short and rapid intervention.

In 2017, as a part-time tutor, I was granted two key opportunities; one of which was to work with an outreach programme titled ‘PATHWAYS Project’ run by a partnership of Leicestershire Universities. This involved being properly trained to be a tutor (involving aspects of safeguarding, teaching approaches, various scenario handling) before being sent off to tutor at two different secondary schools every week. The tutoring largely involved the same approach as before, but now I was able to build more rapport with my tutees, and I often created revision material tailored to the specific students which I tutored. At these schools, I often tutored a small group of students (2-4) which were identified by the schools to require the most improvement in the subject.
The second opportunity was ultimately the same, but run by Loughborough University closer to the exam season, whereby I was sent to help tutor larger groups of students as part of their final revision push before exams in the Swadlincote area.

Since then, I have actively engaged on mathematics forums, and tutoring students privately via certain websites, and this has all been in addition to the university undergraduate seminars I ran throughout my PhD.

All this has given me plenty of experience and teaching knowledge that I apply to every session I run. In total, I have tutored for over 5000 hours in the last few years. My teaching style has also been refined over this period, and I usually like to dedicate first sessions to building rapport with my tutees, discussing which topics they want to focus on, how confident they are at the beginning of tutoring, and then plan my lessons in advance accordingly. Every student is different, and I aim to be as adaptable and approachable as possible in this regard.

Tutoring Approach

Everyone learns differently and at different paces, and this is a core principle I base my teaching on. Having worked with many students from across the globe, I am very adaptable in my approach and always ensure that students learn as much as possible from every valuable lesson.