Thomas

I am a research-informed, confident, and driven maths teacher, passionate about the power of education. I have excellent subject knowledge, grounded in a BSc in Mathematical Sciences with first-class honours from the University of Bath and complemented by a Post Graduate Diploma in Education - equivalent to two-thirds of a masters - providing extensive knowledge of cognitive science and pedagogy.

Outside of teaching, sport and travel are my biggest passions, particularly football and skiing.

Tutoring Experience

• Two years of full time experience teaching a range of abilities and SEND across KS3 and KS4 in a secondary school
• Homework lead for maths department
• 6 months online tutoring experience working for aspire learning academy in Vancouver
• Currently employed by a Bristol school as a specialist maths mentor helping to prepare year 11 students for their GCSE's

Tutoring Approach

Maths is a unique subject, binary in its nature - answers are either right or wrong which distinguishes it from other subjects taught at school. To some this can make the subject immensely rewarding, however, it can also induce great anxiety, distress and a fixed mindset perception of being inherently bad at maths or "just not a maths person". Therefore, I promise to all students to foster an environment in which being wrong is simply viewed as an essential part of learning.

The content of my tutoring sessions is determined entirely by the specific requirements of each student and designed to support their learning in school and the quality of their independent study. Currently, my approach to teaching is heavily influenced by Sweller’s Cognitive Load Theory, David Didau’s Novice to Expert Model of Learning, Barak Rosenshine’s Principles of Instruction and Doug Lemov’s Teach Like a Champion. In the last decade, cognitive science and educational research have demonstrated that discovery based learning is not the most effective way to teach. Therefore, I use a direct instruction approach when introducing new content, following an “I do, we do, you do” model to gradually release independence to my students, addressing any misconceptions that arise in the process. Lessons will always begin with a review of the content covered in the previous session to ensure regular retrieval practice and improve retention.

I take enormous satisfaction from working with students and seeing their confidence and ability grow. If you have any questions at all, please don't hesitate to ask.