Becca
- Rate R217
- Response 1h
R217/h
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Unfortunately, this tutor is not available
- Maths
Cambridge grad student teaches English up to university and Maths to GCSE
- Maths
Lesson location
About Becca
I have been tutoring Maths and English for over five years now and really enjoy both disciplines for different reasons. English is my degree subject, achieving a First from UCL before continuing to do my Master's at Cambridge. What I enjoy most about English is the ability to gain access to a particular time in human history in a different way. It is fascinating to see how the way humans have thought about the world has changed, and how that manifests in the subjects they are willing to tackle, the words they use about them, and the stories they tell to stand for them.
I have continued Maths tuition alongside my studies because I was passionate about the subject at school and didn't want to let go! I am formally trained in Maths tuition up to GCSE level through my three years working at Explore Learning, where I was leader of my own 11+ group and GCSE booster group.
This training allowed me to learn multiple approaches to Maths problems using a variety of resources and, more importantly, get to know the individual learning styles of different students. Although I love English, there's nothing quite like the feeling of the 'click' when someone 'gets it' with a Maths concept!
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About the lesson
- Primary
- Secondary
- Matric/GCSE
- +8
levels :
Primary
Secondary
Matric/GCSE
AS Level
A Level
BTech
Adult education
Undergraduate
Masters
Diploma
Doctorate
- English
Languages in which the lesson is available :
English
In my opinion, the role of the tutor is an 'alternative access point' to the curriculum. For this reason I like to know the syllabus of the particular examining body (or 11+) well. Usually schools move through lessons using this approach, so it is important for me to gain understanding of the position of the student through the syllabus, and try to figure out what may have been missed or under-explored. Too frequently a student misses or has trouble with a particular lesson and this undermines their future work and their confidence in themselves.
After this has been established, I would 'fix' those gaps first before moving onto new concepts. I believe there is no substitute for the 'real deal', and as such try to collect real practice exams and base progress measurement on that. But I also think feedback is important and try to always give students a short summary of their session: what we discovered, what worked really well, and what we can work on next time.
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Rates
Rate
- R217
Package rates
- 5h: R217
- 10h: R195
online
- R261/h
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