I believe it`s important to find the right kind of tutor for each student, so the following is reasonably extensive explanation of my style, so that it is clear what it is I feel I can offer that is unique and different. My style is primarily focussed on having a long term positive impact, rather than simply teaching a particular topic week to week. Please see the videos and articles section of my profile for examples of my materials; the videos show examples of my question approach for making difficult questions easy.
What do people expect out of a tutor?
The basic view is that, if a student is struggling with a syllabus or topic, a tutor can help them to understand that topic.
It is my view that that is only a tiny part of what a tutor can offer and somewhat misses the bigger picture.
I do not view tutoring as simply teaching methods and techniques week to week on different topics. While that is (obviously!) necessary and helpful, I aim to make a much bigger and longer term impact in other ways.
My overall style and methods are centered around tackling four areas, all of which are extremely important:
2) Problem solving ability
4) Exam preparation and technique
Areas 1, 2 and 4 are often neglected by tutors and teachers. This is a huge mistake, as they are crucial to exam performance. They are also, however, somewhat tricky to learn and teach, and so must be given careful thought. The following is a brief outline of the way in which I go about working on these areas - for a more detailed descri ption please look at the `articles` section of my profile.
1) Teaching a structured, reliable and rigorous question approach to be applied on every question. This reliable go-to method is designed to make difficult questions easy, and is focussed on removing the `I have no idea what to do` panic reaction that difficult questions tend to cause. The videos on my profile show examples of the question approach being put into practice on questions which are far above the difficulty of standard A-level questions to make them simple and easy to tackle
This question approach is my way of teaching `problem solving` ability; it focuses on providing a set checklist of steps to follow on all questions, even (and especially) those which the student does not know immediately how to solve
2) Make as many topics as easy as possible by focussing on simple algorithmic methods to apply to questions. This means that answering even difficult questions tends to come down to running through a set sequence of easy steps. The more that difficult questions can be made to feel formulaic and standard, the less fear and more confidence students tend to feel about the subject
3) Change students` views on whether questions are actually difficult or they simply do not know the material yet. While always a controversial claim at first, there are very few truly difficult questions, even in the new A-levels, and proving this to students is crucial to building confidence and removing fear around the subject.
This helps to shift their mindset from "I can`t do this topic, it`s too hard and I am bad at this subject" to the more helpful (and accurate) mindset of "I can`t do this topic yet so I do not have the required knowledge. I need to spend more time searching for an explanation that makes sense and simply learn the topic more thoroughly"
4) Explain the topics on the syllabus on a deeper level than is covered in the book, with an emphasis on understanding what is actually going on rather than just applying set steps without understanding. This is particularly helpful for tackling the new A-level questions as they tend to be harder and emphasise understanding more
5) Prove to students that their level of competency in a subject, while partially dictated by natural ability, is actually far, far more linked to pure time commitment and hard work than popular belief would suggest. This is crucially important: if a student believes they just are "bad at Maths" and that cannot be changed, as most do, then they will never fulfill their potential and will most likely remain "bad at maths", which is a shame as it is simply not true
6) How to abuse markschemes, particularly in Physics, but also in a huge range of other subjects, in order to get the highest grades. Due to the stupidity of markschemes, often even strong students do not perform well, as the exams are actually more about knowing what will tick the right boxes, rather than necessarily just being good at the subject & knowing the material. This, in my experience, is simply not taught well, if at all, in schools and is what I credit a large part of my examination success to
7) Teach students how to self teach, revise, and cover best exam technique practices
8) Show how certain practices shown generalise to other subjects and that achieving top grades follows essentially the same formula cross subject
9) In Physics in particular, teach students how to abuse the formulae book provided to truly make many questions in exams trivial, even if the student does not really understand the question or know how to go about solving it. This is an extremely underutilised strategy and, after some practice, guarantees extra marks in exams practically for free, especially on questions that students wouldn`t be able to answer without this method
The fact that I am young (24) and recently went through the exams that students are sitting allows me to have a more comfortable and fun, relaxed atmosphere in lessons.
I aim to have a more friend-like relationship with students than may be common with an older tutor. In particular, I find it helpful being able to understand the pressures and stresses our generation faces when it comes to exams, and try to help offer ways of reducing this stress, as I was absolutely not good at that in school and (hopefully) can offer some useful advice on the matter. I also find this is helpful for allowing students to feel comfortable with discussing things and speaking their mind, which is essential for allowing communication when students don`t understand fully without feeling intimidated or shy.
Full-time private tutor with over 2,000 hours private tutoring specifically for A-level (and above) Maths and Physics and Oxbridge admissions.
I have a Double First degree in Physics (and Maths) from Cambridge (Graduated 2017), 5 A*s at A-level (Maths, Further Maths, Additional Further Maths, Physics, Economics) and grade S (Outstanding and 96th percentile) on both STEP II and STEP III (Cambridge mathematics entrance exams). I have also prepared for (and sat) the Oxford admissions tests for Maths and Physics (MAT and PAT).
My extensive preparation for, and subsequent teaching of, STEP, which is based on the Maths and Further Maths A-level syllabuses, means I have spent over 1,000 hours on coming up with methods to make difficult questions on A-level material as easy and predictable as possible. I feel that these methods are a large part of what distinguishes me from other tutors. They were born out of a need to make seemingly impossible questions on A-level material seem easy, which mirrors exactly the challenge that many students feel they are facing with A-level Maths and Physics.
I have been tutoring since I was 16, which started when people in my year at school started approaching me with requests for tutoring/guides to my approach to exams after hearing that I was offering that for my friends. At first I simply tutored in the standard way, covering topics weekly etc. However, over time I found that, in many ways, it is the other skills I try to impart that are more valuable, unique and impactful long term. Since then I have tutored alongside my studies, and I am currently a full time private tutor.
In general I find helping people in a way that can impact their life for the better, long term, extremely rewarding and fun, and so I very much enjoy my work as a tutor. My enjoyment is tied to the impact I have, so I am always looking for new things to implement and new offerings to improve my impact.
All students, in addition to lessons, are given access to a google drive in which the following is available:
- Lessons are recorded via writing on my surface laptop/smart pen, meaning video recordings and notes are accessible if the student wishes to refer to them later
- A 35 page guide I have written covering my views on how to become successful at Maths and Physics in the most efficient way, as well as how to learn, approach questions and problem solve
- Videos of question examples showing best question approach to make questions easy
- Full written and video notes and examples covering the entire Maths, Further Maths and Physics A-level syllabuses, which I make available to students from the first lesson
-A question bank of exam style questions to be covered as homework post session or during revision, as the textbooks are extremely lacking in this regard
My only rules for taking on students are that:
1) They have an open mind on being told things that go against popular belief, and are happy to consider that popular belief may be incorrect
2) They want to be tutored, consistently and weekly. While spending evenings or weekends on extra Maths work isn`t most students` idea of fun, it is actually an incredibly useful thing to have access to and most, if not all, students could benefit from tutoring, even if they are not struggling with anything in particular.
In order to convince students they should want to be tutored I find two points tend to be effective:
1) An hour of (good) tutoring saves several hours of revision and struggle with homework, as well as reducing stress over not feeling that they are necessarily on track to do well. So it`s not really "extra time" doing work, so much as an extremely efficient time saver in the long run
2) A good tutor can substantially change a student`s grades on the exams they are preparing for at the time, usually more dramatically than most would expect. A great tutor can substantially change a student`s grades on future exams due to leaving students with new skills and knowledge. Rightly or wrongly, a significant shift in grades at GCSE and particularly A-levels determines which university a student can go to, which will have a huge impact on their career prospects and therefore a dramatic impact on their life. Given that it already saves time on schoolwork, the fact that tutoring can actually change their life for the better is usually a strong incentive for students to want to be tutored
Additionally, students often feel embarrassed or like wanting a tutor makes them stupid or a failure in some way. To this I would say:
1) Roughly one third of my students are Oxbridge candidates seeking tutoring for an edge. Almost everyone can benefit from a (good) tutor and should jump at the chance if offered one
2) It`s not their fault if they got unlucky with a teacher; maths and physics in particular are easy with a good teacher and borderline impossible with a bad one. And there are, unfortunately, not many good maths or physics teachers about
If you've read all of this then, in addition to saying well done for making it through that wall of text, you should hopefully have a good idea of whether or not I am likely to be a good fit for what you are looking for. Happy to discuss any questions you might have, as well as provide further examples of my teaching materials on request!
My best results from the last academic year (2019-20):
Pradeep - From a C in A-level Maths to an A* in his resit year (Now studying Economics at UCL - for which I am teaching him the maths content of his course)
Victor - From D/B in A-level Physics and Maths to A A* in his resit year (Now studying Economics and Finance at Bristol - for which I am also teaching him the maths content of his course)
Excellent! Daniel makes a great tutor. as he is not only very knowledgeable about his subjects, but also has good ideas for how to help the student with how to learn the information. He covered both topic knowledge as well as exam/learning techniques. From the outset he made a difference to how my son felt about his A level subjects giving more confidence to tackle things that before he had felt were out of his reach.
Daniel taught me Physics and Maths A-level. He's a great tutor who is very fun and friendly & clearly enjoys tutoring. I have benefited so much from his teaching and would definitely recommend him! Absolutely brought my grades up in both subjects and gave me a lot more confidence going into the exams!
I can't recommend Daniel highly enough. I have had several tutors over the years but he was without a doubt the best. He has an ability to break things down in such an easy to understand way, and taught me how to approach problems which I wasn't sure how to tackle.
He clearly has a fantastic level of understanding in Maths and as a result has a load of tricks and special ways of doing the different A-level questions that made them far easier.
Definitely helped me to achieve the A i needed for university!
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