I like to think my lessons are primarily lessons in confidence - school can often intimidate students who take a bit longer to understand things, which can greatly hinder their ability and will to learn. This was very much my personal experience with mathematics, in that initially I was not one of those people who understood concepts instantly. It took a little bit more work for me, and having done that work and lived the experience of not understanding means that I relate to my students, and helps me help them that much more. My problem was not that I was not good at maths, it was that I had not yet understood the method of studying that worked for me, and I am a firm believer that this is the case for many students in need of tutoring - they purely need to discover their method of study, and get their confidence back.

Format-wise, I prefer to personalise my sessions according to need and preference, but usually they consist of either homework help or teaching content from scratch. With mathematics, I like to structure my lessons around one or two concepts, including an explanation with helpful analogies and visuals, one or two practice problems which we walk through together, and finally practice in which I will help the student when they get stuck, encouraging them to figure out their own mistakes using the Socratic method. I prefer to work directly from content usually provided by the teacher so as not to stray from the methods that the students will be required to use in their exams.

As for English, my goal is to help the student improve both their analytical and writing skills through reading comprehension and annotation exercises, as well as proofreading essays to improve vocabulary and structure.