Alexandra Petre

I have worked with high school age children within a high school setting as an Exam Invigilator, where I was tasked with keeping order, creating a focused environment and managing students' exam stress. Also, I interact frequently with high school students during my volunteering at my church's cafe, where I get to serve and chat with them in a relaxed environment.

My preferred structure for teaching lessons is to, firstly, teach the theory by walking the student through simple examples, explaining the reasons behind the maths to an appropriate level, in order to aid understanding. Afterwards comes the application of the theory by attempting some exam-style questions, taken either from past papers or from other resources that imitate the style; here, we would start from the easier, 2-3 mark questions and build up to the questions with higher marks.

Before starting the general lessons, the student and I will identify what topics on the exam specification they lack confidence in. We will then focus on filling in those gaps first, after which we will build up their strengths. Additionally, I will ensure that the methods taught are compliant with the exam board mark scheme, although I will offer multiple ways of solving problems as each student has a method they naturally find easier to understand.

I believe interaction and open communication are the best ways to learn, which is why lessons focus on solving problems together. Asking question is always encouraged. Towards the end of the lesson, students will have a dedicated time to do independent work and apply what they have learnt.

These are online, video call lessons that run on Microsoft Teams.