斯蒂芬。

Certified Tutor

I've spent the last 10 years working in various educational roles.
At the moment I travel around England and India performing science and maths engagement shows for schools and private groups.
During my time as a tutor I have worked with a wide range of students, from those struggling to progress in their usual lessons to those who wish to make sure they are able to get an A* grade.
Throughout my time teaching I have received very positive comments from all my students and the vast majority contact me again when they have future exams.

I believe that one of the main reasons students struggle in schools is a belief by teachers that if something is written in a students book, then they probably understand it. This has led to far too much 'copying off the board' and endless 'fill in the blanks' worksheets both of which have very little educational value.

My approach to tutoring is based around genuine discussion where I encourage students to come up with their own explanations, rather than simply listing facts and hoping they are remembered. This approach has been very successful for me with the vast majority of students improving by a grade or more in the subjects that I have worked with them. This method of working also means that I can tailor the lesson specifically to suit the student, rather than having to focus on generic pre-made worksheets.

At the end of each session I ensure that we review the topics we've discussed by looking at either exam or 'real world' examples of questions. This process ensures that students have both an in depth understanding of the science and helps to boost their confidence.

Throughout my time as a tutor I have worked with a range of students with specific learning difficulties and challenges, including Dyslexia (which I myself have), Asperger, Autistic Spectrum, ADHD and severe anxiety. I believe that all students have their individual strengths and weaknesses and my job as a tutor is to highlight a student's strengths while working away at their weaknesses.