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£20/h
1st lesson free!
Profile and degree verified
Response Time 1h
Lessons offered by AGATA
  • Individual
  • In group
The lessons will be held
  • at her home
  • By webcam
Taught subjects
  • Algebra
  • Trigonometry
  • Arithmetic
  • Geometry
  • Statistics
  • Thermodynamics
Levels
  • Adult education
  • Undergraduate
  • Secondary
  • GCSE
  • AS Level
  • A Level

Experienced teacher offering Maths and Physics lessons up to Advanced - Higher level in Glasgow

Methodology

I aim to instill in my pupils an appreciation for commitment and engagement to the subject alongside a positive can-do attitude towards Mathematics and Physics, subjects that often looks daunting for children. Furthermore, I strive to form highly skilled mathematicians that can achieve excellence and go on to thrive in the top national Universities.
To create such a stimulating environment, there are some believes that I think every child should acquire, in addition to a positive can-do attitude: a critical approach to Math, as well as all the other subjects, and an understanding that Mathematics can be found in many aspects of life and therefore it is a very valuable asset for their future.

Math can often be seen as a ‘difficult’ subject for children. I believe that this reputation comes from the myth that Math requires specific talents that only few pupils have. I do not agree entirely with this statement. Indeed, I think that the only skills that a child requires in order to succeed in Math are analysis and synthesis – skills that they constantly use in every subject in school and in everyday life. My role is to help them translate those skills for my subject. I realise that this process may take longer for some pupils compared to their more ‘mathematical’ peers, but I also believe that with the right support everyone can improve. There will be different levels of results, of course, but my main goal is to keep encouraging my pupils to constantly better themselves. One method that I firmly believe helps children is positive reinforcement. Therefore, if one or more of my pupils are struggling, I will support them and dedicate some extra time to answer their doubts and concerns, but I will then try to help them focus more on their positive achievements rather than on their struggles, so that they can see their progress and feel motivated.
I have seen this method work in my experience with Kip McGraph, where I tutor children that are struggling both to achieve the national standards – National 5 – and to achieve excellence in the subject – Higher level.

After the pupils have developed a positive attitude and self-confidence, the next step is to encourage them to think critically. What I mean by this is to help them develop a critical and useful strategy to solve problems. Firstly, I always ask them to focus on the request of the problem – what exactly is been asked, what has been already given in the problem. I always encourage them to use their analytical skill. As I mentioned previously, this is a skill that everyone possesses and it is also the most important skill to have in mathematics. I always tell pupils to closely analyse every part of the problem. Secondly, I invite them to develop a strategy tailored for the specific problem. In order to do this they need to think about what mathematical tools are necessary to solve the problem, which means that they have to think critically about the different tools they have learnt and be able to choose the ones required in that context. This encourages them to keep refreshing past topics in order to fully understand new ones and also build on previous knowledge. Lastly, I ask pupils to constantly take a step back and question what they are doing – are they using a successful strategy? Is this the best tool to use? Are they using the tools in the best way? etc. I believe that analyzing what they are doing helps them develop a highly critical approach to mathematics and it also invites them to always find ways to better themselves. Most importantly, I think it teaches them to think about problem solving as an organic and forward-looking process, where everything is connected and has to be done for a good reason, from the first step to the last one.

Experience

I am a dynamic and accomplished Teacher with over 25 years’ experience in research activity, teaching in High Schools at all levels, in Italy and Scotland. I have been giving private lessons in Italy for 20 years and I am currently working as a Maths and Physics Tutor in Glasgow.

Rates

Rate for online lessons : £20/h
Lessons offered by AGATA
Individual
In group
The lessons will be held
at her home
webcam
Taught subjects
  • Algebra
  • Trigonometry
  • Arithmetic
  • Geometry
  • Statistics
  • Thermodynamics
Levels
  • Adult education
  • Undergraduate
  • Secondary
  • GCSE
  • AS Level
  • A Level

AGATA's CV

PROFESSIONAL EXPERIENCES


Glasgow International College
Teacher of Maths and Physics  January 2020 - Current

• Teaching A level ; age range: 16-20.
• Assessing students and tracking my student progress



Tutoring Centers Glasgow
Tutoring in Maths at Kip Mc Graph Centers in Glasgow August 2018 - Current
• Tutoring one-to-one
• Tutoring of small groups.
• Tutoring of National 5 and Higher.
• Individual tracking and assessment of progress.
• Creating tailored and individual lessons plans.

Al Khalil College
Teacher of Maths and Physics  August 2018 – November 2019
• Teaching all levels from S1 to Higher; age range: 11-16.
• Planning lessons and assessing students.
• Tracking my student progress.
• Using continuos assessment and AiFL.
• PGCE Mentoring for a Science teacher.



Scottish Academies in Fraserburgh and Edinburgh
Teacher of Maths  August 2017 – April 2018
• Teaching all levels from S1 to Higher; age range: 11-16.
• Planning lessons and assessing students.
• Tracking my student progress.
• Using continuos assessment and AiFL.
• Using GIRFEC.
• Taking part in Elevate Session.


Italian High Schools
Teacher of Maths and Physics  1995 -2017
• Teaching all levels in high schools age range: 13-18.
• Developing of professional courses including planning, implementing, assessing and evaluating student’s area of expertise.
• Designing mathematics and physics courses for students aged between 13-18 and to maximise the success of the children.
• Planning student exchange programmes with schools in Denmark, Germany and Hong Kong according to EU project objectives.
• Together with the Learning Support Assistants, develop and implement the Individual Educational Program (IEP) of students with individual educational needs and participating in IEP and Individual Transition Plan (ITP) meetings.
• Advising and co-operating with the Head of School, Assistant Head, Heads of Department, Education Officers, and other teachers in the preparation and development of courses of study, teaching materials, teaching programmes, methods of teaching and assessment.


Niels Bohr Institute Copenhagen
Researcher  1989- 1991
• Studying the dynamics of nonlinear systems, in particular the nature of quantum dynamics, spectrums and eigenstates of classically chaotic systems.

ADDITIONAL EXPERIENCE

Teaching Physics and Biophysics at the Professional Nursing School, National Healthcare- Pistoia, Italy, 1993
Volunteering at The Welcoming - Edinburgh, 2018
Volunteering as Italian tutor at Lingo Flamingo – Glasgow, 2019


EDUCATION AND PROFESSIONAL QUALIFICATIONS

Higher National Diploma at Scientific Liceum in Italy
60/60

Master Degree in Physics at the University of Bari. 110/110

Full registration with MIUR ( Ministry of Education, University and Research in Italy )
Full registration with GTCS
QTS to teach Maths and Physics in England

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