Tashane

Experienced tutor, and BSc Mathematics with Statistics 2024 graduate, specialising in tutoring Maths & Further Maths to children aged 6-18 for the last five+ years.

I am also a instrumental tutor - teaching piano, clarinet & saxophone from beginner to Grade 8 level.

I completed my GCSEs, AS and A Levels at the UK's 'Number 1 Ranking' Grammar School - Queen Elizabeth's School for Boys.

I got the highest grades possible for Maths (grade 9 at GCSE and A* at A Level) and also achieved A* at A Level Further Mathematics.

I offer a free consultation to get to know you and your child, and give them a short assessment to test their abilities. I will then put together a bespoke learning course, just for you!

My teaching does not stop at the end of the lesson - I am available seven days a week to remotely help with any questions - again, free of charge!

I look forward to hearing from you :)

Tutoring Experience

King's College, University of London:
BSc Mathematics with Statistics (2024)

Queen Elizabeth's School:
GCSEs - 7 x 9s, 4 x 8s
AS - 4 x A
A2 - 2 x A*, 1 x A (Maths, Further Maths, Physics)

Music qualifications:
DipABRSM (Royal School of Music)
LTCL (Trinity College London)
LGSM (Guildhall School of Music)
Grades 1-8: Clarinet, Piano & Saxophone

Tutoring Approach

In my experience, I have learned that the majority of tutors just 'turn up and teach' without actually preparing. 'Understanding' is the most important thing when it comes to learning maths, not 'regurgitating information'. As a tutor, I only get ONE CHANCE to impart 'understanding' in a way that not only clear, but coherent. Not preparing only means the student will only get more confused. But this won't happen with me!!

In my years as a student, I remember my tutors either setting no homework at all, or random questions from some textbook they've just picked out. Pick me as your tutor, and be confident each homework has been uniquely written by myself to complement the lesson that I've taught, which contains routine practice questions, as well as a couple of more challenging ones, designed to encouraging them to 'think' outside the box, making them a better mathematician.

Closer to the exams, I go through years and years of past papers, and pick out the most appropriate previous exam questions - but not too early! It's important my students have developed that deep understanding of the syllabus first. Yes - yet again, my experience has made me realise that too many tutors are using these exam past papers and 'teaching' their students with them, instead of going through the basics first.
Is it a good idea to give a bunch of papers to a student and hope they'll get on with it? Especially when the student isn't ready, perhaps hasn't learned all of the content inside out, and hasn't been walked through a single practice question, let alone an entire paper before? I focus on exam practice, but only at the right time.