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London, UK
I am a mathematics PhD and former academic returning to teaching after a successful career in financial services. I offer tuition in both Mathematics and Latin.
My mathematical ... Read more
For math, I prefer a loose structure. I usually teach students who have had some other instruction, so I focus on areas where they are struggling and then work backwards to find th... Read more
Cambridge University
Southampton University
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Tim gave excellent and well measured and effective tuition to my daughter when she was struggling with her university degree maths course work. I would not hesitate to recommend him.
I focus on building deep conceptual understanding rather than merely teaching procedures. I guide students to discover the underlying principles and connections between different mathematical concepts, using a combination of visual explanations, real-world applications, and carefully chosen examples. When students truly grasp the fundamentals, they can tackle complex problems more confidently and develop their own problem-solving strategies. Too often, I find that students have learned how to do questions rather than fully understand a topic. Then, when they move to a level that builds on that knowledge, the foundation is shaky. Generally, I start with a question that a student is finding difficult, and work backwards to fubd wgat foundational element is missing. Then we review that and give some exercise to cement the knowledge. When the foundational element can be completed quickly and automatically they can usually move on to the more advanced subjects more easily.
I have delivered training both in-person and on training, and for individuals and in groups. I have delivered training both in-person and online, and for individuals and in groups. For online teaching, I use a combination of video conferencing and digital whiteboard tools that allow real-time interaction and problem-solving. I maintain clear communication through email for scheduling and sharing materials, while using the live sessions for active teaching and problem-solving. I'm flexible with platforms based on student preferences and technical needs, ensuring the learning experience is as seamless as possible.
I specialise in differential and integral equations, and in fluid dynamics. These were the subject of my PhD and postdoctoral research.
I prefer to align a communication plan at the outset. Typically a summary at the end of each lesson (if the parent is present) and clearly written exercises which the parent must ensure that the child does. Written exercises can be emailed separately if preferred. However, this can be flexble according to parent's preferences.
Yes I would typically tailor practice exercises.
Set examples at the end of each lesson. Pupils must complete them, and any gaps in understanding revealed by difficulties with the questions must be immediately addressed before gong on to the next subject.
I begin by having an initial conversation with each student to understand their current knowledge, goals, and preferred ways of learning. For mathematics especially, some students grasp concepts better through visual representations, while others prefer algebraic approaches. I adapt my teaching accordingly - for visual learners, I might use more diagrams and geometric interpretations, while for analytical thinkers, I might focus more on precise definitions and step-by-step derivations. I also pay close attention to feedback during lessons, watching for signs of understanding or confusion, and adjust my approach based on what works best for each individual.
My youngest son attends special needs school and has early infantile autism so I am familiar with the demands of special needs children. Generally, for most issues it's a matter of continual checking for understand and knowing when to reinforce learning and when to move on. Some students may need long periods of silence to digest new information, some only think out loud and so on. The important thing is to be adaptable, look out for signals they are sending, and adjust the message according to what work for each individual student.
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