Lucas Day

I have tutored mathematics since I was 18 years old, and in my tenure as a tutor I have taught students from a variety of levels, from KS3 SATs to A-Level Further Mathematics. Each lesson will be unique for each individual, so it is impossible to define how a typical lesson will run. However, at first it is crucial to understand how each student learns. Fortunately, in mathematics there is a plethora of ways in which a student can be taught a concept, be it in a more visual manner or even in a more hands-on way: every student has their sweet spot. Once the student’s method of learning mathematics is clear, the subject automatically becomes far less intimidating, and my role as tutor is to teach them in the manner of how they would like to be taught, not the other way around!

For students who are preparing for exams, the key is always practise. As a tutor (as much as I’d like to be able to) I cannot practise the questions for the student, however what I can do is not only isolate the areas that need practise, but I can also make sure that they are practising the right way. Within each topic in school level mathematics there will always be your general/typical cases of problems, and your specific/atypical cases of problems. The general cases tend to follow the same pattern and the specific cases often require a more unique approach. I find it of particular importance that I teach students how to identify the general cases from the specific cases. This allows the student to simultaneously become more confident and far quicker at solving mathematical problems.

Whether it be in-person or over a video-communication platform, the standard and content of my tutorials remain unchanged and the tutee’s experience will always be my priority.