Stefan

Stefan

Reviews

PGCE Qualified Teacher | Cambridge University | BA Mathematics

As a dynamic and enthusiastic Mathematics tutor, my focus is fostering deep conceptual understanding in students. I encourage exploration and active participation in the inventive, enjoyable aspects of problem-solving. My approach is empathetic, tailored to each student's unique circumstances. I meticulously prepare for tutoring sessions, ensuring the material is accessible yet stimulating, providing a balanced and challenging learning experience.

Teaches:MathsFurther MathsSTEP

Curriculum:IBA-LevelGCSEIGCSEAdmissions

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Qualifications

International Baccalaureate:Qualified Online Teacher (Maths AA/AI Higher/Standard Level)

GCSE/IGCSE:Qualified Online Teacher (Mathematics and Further Maths)

Cambridge Admissions:Qualified Online Teacher (STEP)

Cambridge University:BA Mathematics (2010-2013)

Vetted Tutor

Personally Interviewed

Our tutors go through a rigorous selection process, having been interviewed to assess their teaching skills and subject knowledge. They have extensive tutoring experience with a track record of success, helping students achieve their academic goals.

Tutoring Experience

I am a highly experienced and fully qualified teacher, holding a Postgraduate Certificate in Education (PGCE), with a specialized focus in Mathematics. Since 2013, I have dedicated my career to educating students at various secondary schools across the UK, Malawi, and Ecuador. My expertise not only lies in classroom teaching but also in academic guidance, as evidenced by my role as a Key Stage 5 Coordinator. In this capacity, I have successfully guided numerous students through their university application processes. A testament to my teaching effectiveness is the exceptional achievement of one of my classes, which recorded the school's highest Higher Level (HL) Maths results in 2019, surpassing any performance since 2014. This milestone underscores my commitment to fostering academic excellence and my ability to elevate students' learning outcomes.

Tutoring Approach

Maths Tuition Approach - Students I have taught before have commented on the active nature of my sessions and enjoy the progression they make.

I am a great believer that it is more important to think about a problem on a deep level (with gradual prompts and guidance) than it is to get an answer. In the opening sessions, we will address some general topics to ensure the student can get the most out of the following sessions. First, we will ensure that the student is familiar with format/specification, set goals together, determine the student’s current strengths/weaknesses (by taking an assessment). We will then look at some specific study techniques, how to get started on problems if one is stuck, and the different types of questions. I will also share some useful resources and links.

Once I have marked and given feedback on the initial assessment, we will design a course of study that suits the student’s needs. This will consist of a relevant mixture of conceptual teaching; feedback on homework solutions; practice questions ranging from basic to very challenging and general exam technique.

Students are free to shape their own sessions by suggesting topics/questions to focus on. We will set interim assessment points to continually monitor the student’s strengths, weaknesses and progress towards reaching their goals. We will also continue to reflect on what we have covered in the sessions and draw links between topics so students can see the wider picture.

STEP Tuition Approach - My approach to tutoring STEP does not differ massively from what I have described above. Depending on where the student is in their journey, however, initial sessions may focus on demystifying STEP and developing the student’s confidence in tapping into the mathematical intuition and creativity required for success in these examinations.

Oxbridge Interview Preparation/Admissions Support - I can offer Maths interview preparation sessions and give advice on personal statement writing as well!

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Stefan

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