Since June 2020
Instructor since June 2020
Secondary School Mathematics Teacher (now teaching online)
From 48.59 $ /h
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.
During the first lesson, 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 behavioral 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 experience 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 as a Maths tutor, I guided students through various stages of the national mathematics curriculum, working up to A-level standards, 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.
I have always been inspired and excited by the degree to which mathematics influenced and penetrated so many applications, for example, in my own Engineering degree and in the studies that my former tutees used to pursue. I strongly believe that inquiry-based education is the key to the success of students in secondary school, whatever their abilities. I hope as a teacher to motivate my students to hone their inner abilities, curiosities, and strengths and discover what inspires them. My main objective is to offer a learning environment that is stimulating. I hope to encourage learners to become independent and apply their skills effectively and confidently. I am passionate about inspiring children to love mathematics and to understand its importance and intricacies in a modern world; showing my students how the subject can be used in their daily lives and activities.
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.
During the first lesson, 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 behavioral 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 experience 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 as a Maths tutor, I guided students through various stages of the national mathematics curriculum, working up to A-level standards, 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.
I have always been inspired and excited by the degree to which mathematics influenced and penetrated so many applications, for example, in my own Engineering degree and in the studies that my former tutees used to pursue. I strongly believe that inquiry-based education is the key to the success of students in secondary school, whatever their abilities. I hope as a teacher to motivate my students to hone their inner abilities, curiosities, and strengths and discover what inspires them. My main objective is to offer a learning environment that is stimulating. I hope to encourage learners to become independent and apply their skills effectively and confidently. I am passionate about inspiring children to love mathematics and to understand its importance and intricacies in a modern world; showing my students how the subject can be used in their daily lives and activities.
Extra information
Online Via skype or zoom.
Location
Online from United Kingdom
About Me
I am a PGCE graduate actively pursuing opportunities to tutor ingredients opportunities. Having graduated in Aerospace Engineering, completed placements at several schools, and tutored a number of students, I have a breadth of experience in teaching mathematics to students from all backgrounds and levels. I believe my excellent work ethic and ability to succeed in fast-paced, high pressures environment, and manage students with learning difficulties, makes a versatile and knowledgeable tutor who can deliver results. With my specialised academic experience, I am now looking forward to incorporating my knowledge and understanding as a Math tutor.
Education
PGCE (Secondary): Mathematics Goldsmiths University, London Pass
BEng Aerospace Engineering
Queen Mary University , London
The Project included: Reduce total drag acting on a bobsleigh by modifying its nose, main body, and any gapping in order to optimise aerodynamic performance.
A-levels: Mathematics
Newham College, London
A-levels: ICT (C), Law (D) and Forensic Science (Pass)
Newvic Sixth Form College, London
GCSEs (Inc. Maths and English) Brampton Manor Academy, London 5 A-Cs including A in Mathematics
BEng Aerospace Engineering
Queen Mary University , London
The Project included: Reduce total drag acting on a bobsleigh by modifying its nose, main body, and any gapping in order to optimise aerodynamic performance.
A-levels: Mathematics
Newham College, London
A-levels: ICT (C), Law (D) and Forensic Science (Pass)
Newvic Sixth Form College, London
GCSEs (Inc. Maths and English) Brampton Manor Academy, London 5 A-Cs including A in Mathematics
Experience / Qualifications
George Green's School, London - Present
Mathematics Teacher
o Plan work in accordance with faculty schemes of work and National Curriculum
Programmes of study appropriate.
o Maintain notes and plans of lessons undertaken and records of students’ work.
o Carry out assessment programmes (e.g. reports) as agreed by the School, Department
or Faculty.
o Mark, monitor and return work within a reasonable and agreed time span providing
constructive oral and written feedback and clear targets for future learning as
appropriate.
George Green's School, London | 09/01/2020 – 30/05/2020
PGCE Teacher
o Lesson planning and delivering in line with the national curriculum.
o Regularly marked and monitored students’ class books and look at their assessments
to ensure that I can plan feedback lessons to help my students improve.
o Applied variety of assessment techniques in the classroom to gauge student
understanding and use both formative and summative assessments.
o Worked within my department/colleagues to plan and coordinate work.
Self-employed, London | 03/02/2017 - 03/08/2019
Mathematics Tutor
o Guided students through various stages of the national mathematics curriculum,
working up to A-levels standard.
o Planned and developed appropriate teaching materials and modern techniques that were tailored to each client.
o Created an open and trusting learning environment that allowed students to progress.
o Marked student work and provided informative feedback so as to further improve
shortcomings and performances.
Sair Distributors Pvt Ltd, London | 01/10/16 - 01/06/17
Administrator
o Ensured all customers were appropriately welcomed to this used car sales company
and
attended to customers’ front-of-house needs.
o Facilitated the attainment of sales and service targets by keeping up to date with
company procedures and industry developments so as to knowledgeably respond to
customer enquiries.
o Resolved customer complaints in a swift and conscientious manner.
o Scheduled and modified appointments through the internal company log-in system.
o Collected cars from the auction and carried out necessary maintenance procedures
(Inc. procurement of car parts) prior to sales.
Mathematics Teacher
o Plan work in accordance with faculty schemes of work and National Curriculum
Programmes of study appropriate.
o Maintain notes and plans of lessons undertaken and records of students’ work.
o Carry out assessment programmes (e.g. reports) as agreed by the School, Department
or Faculty.
o Mark, monitor and return work within a reasonable and agreed time span providing
constructive oral and written feedback and clear targets for future learning as
appropriate.
George Green's School, London | 09/01/2020 – 30/05/2020
PGCE Teacher
o Lesson planning and delivering in line with the national curriculum.
o Regularly marked and monitored students’ class books and look at their assessments
to ensure that I can plan feedback lessons to help my students improve.
o Applied variety of assessment techniques in the classroom to gauge student
understanding and use both formative and summative assessments.
o Worked within my department/colleagues to plan and coordinate work.
Self-employed, London | 03/02/2017 - 03/08/2019
Mathematics Tutor
o Guided students through various stages of the national mathematics curriculum,
working up to A-levels standard.
o Planned and developed appropriate teaching materials and modern techniques that were tailored to each client.
o Created an open and trusting learning environment that allowed students to progress.
o Marked student work and provided informative feedback so as to further improve
shortcomings and performances.
Sair Distributors Pvt Ltd, London | 01/10/16 - 01/06/17
Administrator
o Ensured all customers were appropriately welcomed to this used car sales company
and
attended to customers’ front-of-house needs.
o Facilitated the attainment of sales and service targets by keeping up to date with
company procedures and industry developments so as to knowledgeably respond to
customer enquiries.
o Resolved customer complaints in a swift and conscientious manner.
o Scheduled and modified appointments through the internal company log-in system.
o Collected cars from the auction and carried out necessary maintenance procedures
(Inc. procurement of car parts) prior to sales.
Age
Children (7-12 years old)
Teenagers (13-17 years old)
Adults (18-64 years old)
Seniors (65+ years old)
Student level
Beginner
Intermediate
Advanced
Duration
30 minutes
45 minutes
60 minutes
The class is taught in
English
Urdu
Availability of a typical week
(GMT -05:00)
New York
Online via webcam
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
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.
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.
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