Students often feel overwhelmed because they think there is only one way of solving set problems. I allow them to know that they can have the confidence to explore a problem as if it were open-ended. This reduces the pressure to find THE correct answer and frees the student's mind to cultivate an interest in mathematics for the sake of mathematics, rather than just trying to achieve a limited end-oriented approach of getting through exams.

Our approach gives due consideration to the goal of achieving certain exam outcomes through driving home a thorough facility with methods and techniques. At the same time we try to go beyond this and foster a new relationship of exploration, passion and interest between the student and mathematics which allows them to shed phobias, and propel forward with an attitude of self-learning.

I try my best to ensure my students feel comfortable enough to ask any question. No question is silly. I know this because because maths was far less than obvious to me growing up, and I know what it feels like to struggle with concepts others around you might understand astoundingly quickly. Even now, as I pursue my maths interests, I feel the struggle to understand new concepts and recognise learning maths is a constant journey of discovery that never ends. Anyone who claims the audacity to know it all should have a little humility in knowing the ocean of mathematics is vast and we have only just dipped our toes in the shallowest waters.