PhD-level engineer with 20+ years’ experience teaching secondary school mathematics and mechanics in Milton Keynes

Find out more about Tumi

• 1) When did you develop an interest in your chosen field and in private tutoring?

  It seems this interest truly runs in the family—my father is a professor of engineering, so education has always been part of my environment. During my first degree, many classmates often sought my help because I could explain concepts in a way that resonated with them, sometimes even more effectively than lecturers. I’ve never been strong at rote memorisation, so I relied on deep understanding, and sharing that understanding became second nature. Even students in higher classes would come to me for explanations.
  
  During my postgraduate studies, I continued assisting others, often in subjects beyond my own discipline. With a strong aptitude for learning, I would study the material myself and then teach it to them—always free of charge. In 2000, after completing my PhD, I realised that these skills could meaningfully shape my career, so I began offering private tuition professionally. For many years I charged below market rate because tutoring was more of a passion than a business, especially since I had another main source of income. I still maintain this spirit today, offering discounted or even free support to students who genuinely need help but cannot afford it. Teaching is a true passion for me, and I am always happy to share it with those who benefit from it.

• 2) Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  I am happy to teach any area of mathematics and mechanics, provided it does not rely on memorisation at all. I prefer to work from first principles, and I can derive or prove theorems from scratch. However, given the time limits of a typical session, it is usually more efficient to use formula sheets—but if a student wishes to understand where the formulas come from, I am always able to guide them through the full derivation.
  
  The one area I avoid is statistics, as it depends heavily on memorising definitions, tests, and procedures rather than on conceptual reasoning. Because memorisation is not my strength and not my preferred approach to learning, statistics is the only topic I am less keen to teach.

• 3) Did you have any role models; a teacher that inspired you?

  My father has been my greatest role model. He prepared me for the equivalent of the eleven-plus exam, and I must have achieved close to 100% in mathematics. As a result, I gained admission into my first-choice school, as well as the most prestigious secondary school at the time. He also taught me some of the most challenging topics in mathematics, which allowed me to excel effortlessly throughout my school years. As a professor of engineering, he is widely respected, and growing up under his guidance profoundly shaped both my abilities and my passion for teaching.

• 4) What do you think are the qualities required to be a good tutor?

  A good tutor must combine strong subject mastery with the ability to explain concepts clearly and intuitively. It’s not enough to know the material—one must be able to break it down in a way that truly makes sense to each individual student. This requires patience, clarity, and the willingness to approach a problem from different angles until understanding is achieved.
  
  Adaptability is also essential, as every student learns differently. A tutor should be able to adjust their explanations, pace, and methods to suit the learner. Equally important is genuine passion: a real desire to see students grow, improve, and gain confidence.
  
  These are qualities I have developed over many years. Because I do not rely on memorisation myself, I focus on deep understanding and first‑principle reasoning, which allows me to simplify even the most challenging topics. Students often tell me that my explanations “click” in ways their classroom lessons didn’t, and this comes from my ability to study a topic thoroughly and then present it in a relatable, accessible manner. My patience, my commitment to students’ success, and my willingness to support those who cannot afford tutoring all reflect what I believe makes a truly effective tutor.

• 5) Provide a valuable anecdote related to your subject or your days at school.

  One moment that has stayed with me from my school days happened when I was in secondary school. Our class had been struggling with a particularly challenging topic in mathematics, and even after the teacher’s explanation, many students were still confused. After the lesson, a few classmates approached me to ask whether I understood it. I explained the concept to them in the way it made sense to me—breaking it down from first principles rather than relying on the textbook method. As we talked, more and more students gathered around, until half the class was listening.
  
  The following day, the teacher noticed that everyone suddenly seemed much more confident with the topic. When she asked how they managed to grasp it so quickly, several students pointed to me. Instead of being upset, she smiled and said, “Then we have a teacher in the making.”
  
  That moment made me realise that explaining concepts clearly came naturally to me—and more importantly, that I genuinely enjoyed helping others understand. It planted the earliest seed of what would eventually become my tutoring career.

• 6) What were the difficulties or challenges you faced or still facing in your subject?

  One of the main challenges I encounter is when students do not revise or practise outside the lesson. Mathematics requires consistency, and without reinforcement at home, progress naturally slows down. Another difficulty arises when parents are not actively supportive or engaged in their child’s learning, which can affect motivation and accountability.
  
  I also find it challenging to work with students who are not genuinely interested in improving. While I am patient and committed to every learner, effective tutoring relies on a shared effort. When a student is unwilling to participate or put in the necessary work, it becomes difficult to help them achieve meaningful progress. I am always happy to support students who show willingness and effort, as these qualities make the learning experience much more productive and rewarding for both of us.

• 7) Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  My greatest passion is teaching—especially the kind that focuses on genuine understanding rather than memorisation. I find real joy in breaking down complex mathematical ideas into clear, intuitive explanations and watching a student’s confidence grow as everything begins to make sense.
  
  What reinforces this passion even more is the fact that I already have a full‑time job that pays very well. Financially, I earn far more than I need from my main profession, so tutoring is not something I do out of necessity. If teaching were not a true passion, I simply wouldn’t do it. This freedom allows me to focus entirely on the students’ progress rather than on income, and it is also why I am happy to offer discounted or even free support to learners who genuinely need help but cannot afford it.
  
  For me, teaching—and especially teaching mathematics from first principles—is deeply fulfilling. It allows me to make a meaningful impact, and that sense of purpose is what continues to drive my commitment to tutoring.

• 8) What makes you a Superprof (besides answering these interview questions :-P) ?

  What makes me a Superprof is the combination of deep subject mastery, an intuitive teaching style, and a genuine passion for helping students grow. I don’t rely on memorisation, and I don’t expect my students to either—I focus on real understanding, first‑principle reasoning, and clear explanations that make even difficult topics feel manageable.
  
  I bring decades of experience, both academically and practically. From assisting classmates during my undergraduate and postgraduate studies to teaching professionally after my PhD, I’ve consistently helped learners who struggled elsewhere finally “get it.” Many students have told me that my explanations make more sense than the lessons they received in class.
  
  What also sets me apart is my mindset. I already have a full‑time job that pays extremely well, so tutoring is not something I do out of necessity—it is something I do because I genuinely love it. This gives me the freedom to prioritise the student’s progress above everything else. I am flexible, patient, dedicated, and willing to support learners who work hard, even if they cannot always afford the full cost. For me, teaching is service, not just business.
  
  I am a Superprof because I bring expertise, passion, integrity, and a sincere commitment to every student’s success.