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Discover the Best Private Geometry Classes in Dayr Al ‘Aşāfīr

For over a decade, our private Geometry tutors have been helping learners improve and fulfil their ambitions. With one-on-one lessons at home or in Dayr Al ‘Aşāfīr, you’ll benefit from high-quality, personalised teaching that’s tailored to your goals, availability, and learning style.

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Shyam - United Kingdom233 CNY
233 CNYMathematics, From Year 2 SATs up to A level including test prepartion
University maths student giving maths tuition for up to A-level maths students, after achieving an A in A-level maths and having done further maths. Working on my Maths degree, passed maths and further maths at A-level with an A in A-level maths and grade 8 in GCSE maths. Been giving tuition for 4 years privately and 2 years as part of my college in groups of 4 to 6. Worked at Kumon, a huge franchised tutoring business, where I helped all ages and all ability children in maths from as basic as numeracy up to A level further mathematics. Everyone I taught at school or privately achieved a minimum of a grade 5, so they always passed. Highest achiever was a grade 8 in maths at GCSE level. I have tutored numerous year 6 students in maths to prepare themfor her SATS and the 11+ exam and tutored all 3 sciences for a GCSE student. I have also mentored my brother throughout his 2 year GCSE business studies course which he achieved a grade 8 (A equivalent) in by the end of the 2 years. This has been only in the last 3 years. What makes me stand out the most is that in time tabled lessons at school, from year 5 onwards, I have always been the "second teacher" in the classroom. I was always helping fellow students and its not only what made me passionate about teaching other students but also why I am good at helping others, due to the fact I've dealt with many students, many abilities. Such as, at Kumon, I helped a child with learning difficulties. The structure of the lesson is based on child's ability and choice. My experience allows me to cater differently to each individual. My first lesson is simply a test so I can plan the next set of lessons. The test is teacher supported, so not test conditions. I also take parental opinions in making my lesson plans as parents receive feedback from teachers, which will allow me to focus on a specific set of the students abilities. I am also a very professional worker. I have worked as parts of large businesses within HR and done tutoring so my experience in general is also extensive and proof that I handle well with clients of any age and profession.
Math · Algebra · Geometry
Anum - United Kingdom243 CNY
243 CNYExperienced and Enthusiastic Primary, KS3 and GCSE maths tutor
I am now available for online tuition. I am particularly interested in helping current GCSE mathematicians. I graduated from the University of Queen Marry in BEng Aerospace Engineering and I am now working as a Secondary Maths teacher. I have the experience to teach a range of different students from children struggling with KS1 up to high achieving KS5 students. In order to make things clear for my clients, I also offer an in-depth phone consultation before our first session so that I can provide a tailor-made tutoring experience. During the consultation, I will make sure and find out the goals we must achieve. In order to do that I will plan out everything to make sure that our sessions are productive and we can learn everything from the very basic. In order to help my students, I am more than happy to set homework and I can also provide feedback to help them and track their progress. I am currently teaching A level and GCSE students in a secondary school. I have been inspired to teach mathematics, not only by my past academic experiences (graduating in BEng Aerospace Engineering from Queen Mary University) but by my love for tutoring A-Level and GCSE students while I was at University. I taught Years 7 and 8 and focused heavily on lower-ability and SEN students. By working with children who have special educational needs, I was quickly able to learn how to cater to the students varying educational needs. I made sure that inclusion and equality were given the top priority within the learning environment. This was important due to the fact that the students I worked with had differing and often multiple needs. My classroom often included deaf and mute students, students who have social, emotional and behavioural difficulties (SEBD), and those who speak English as an additional language (EAL). While teaching these students I made sure to plan and manage my lessons carefully, according to the needs of my class. I liaised with relevant support staff (Deaf support and SEN specialists) and made sure all the students were catered to. Furthermore, I also have an experience of teaching year 9, 10, 11 and A-Level students. This gave me the opportunity to use pedagogical techniques that challenged higher-ability students. For example, I have been encouraging students to create their own success criteria so that they are thinking about how to achieve their own goals in the lesson and also reflect on how they can improve. I have also utilized a variety of assessment techniques in the classroom to gauge student understanding and use both formative and summative assessments to further check and improve their learning. I believe that assessment for learning and keeping track of pupil progression is crucial. Therefore, I regularly mark students’ class books and look at their assessments to ensure that I can plan feedback lessons to help my students improve. With my two year experience of a Maths tutor, I guided students through various stages of the national mathematics curriculum, working up to A-level standard, Planned and developed appropriate teaching materials that were tailored to each client. Created an open and trusting learning environment that allowed students to progress. Marked student work and provided informative feedback so as to further improve performances. These contrasting placement experiences, I believe, are essential for the dynamic role a teacher plays with differing students, environments and topics, and I feel privileged to have been able to work with students of differing abilities, interests whilst using a variety of learning techniques.
Math · Algebra · Geometry
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