Hi! I'm Jack, a dedicated mathematics tutor and student. With strong academic credentials and 2 years of teaching experience, I specialize in helping students build confidence and achieve their goals. My patient, friendly approach ensures every student learns at their own pace while developing a solid understanding of mathematical principles.
Between my studies, I am occasionally contracting as...
Hi! I'm Jack, a dedicated mathematics tutor and student. With strong academic credentials and 2 years of teaching experience, I specialize in helping students build confidence and achieve their goals. My patient, friendly approach ensures every student learns at their own pace while developing a solid understanding of mathematical principles.
Between my studies, I am occasionally contracting as a tutor for a company partnered with London schools, and I have previously worked within the energy sector in the United Arab Emirates (Dubai Emirate). I am also a keen long-distance runner, cyclist and hiker.
In my lessons, students experience a respectful, safe, and engaging learning environment designed to help them thrive. All classes are conducted through Google Classroom, where I utilize a shared virtual whiteboard to facilitate interactive learning and clear demonstration of concepts. While students are encouraged to use their video cameras to enhance engagement and communication, this is not mandatory – I understand and respect that some students may feel more comfortable with audio-only participation.
I teach in a style called 'gappy' teaching, where I solve a problem and allow the student to observe, and then they complete a similar question directly afterwards. I have taken inspiration from my professors who have used this method successfully for decades, and I believe this is the most suitable teaching method for mathematics.
I am confident teaching:
SATS (years 5 & 6)
GCSE (years 7-11)
Scottish Highers
International Baccalaureate
A-Level (years 12-13)
Please reach me at , or +44 (0)
I look forward to hearing from you.
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