James

A researcher in theoretical physics and a believer in the importance of understanding in mathematics and physics. I'm originally from Warwick, studied as an undergraduate in Cambridge, completed a Ph.D. in Durham, researched at the University of Bath and in Mexico and am now based in the South West. I really enjoy teaching students how to think like a mathematician or physicist and find it rewarding to see students begin to learn in an independent way.

Tutoring Experience

I have tutored KS3, GCSE and A-level mathematics and physics, with four years experience and a variety of students with different strengths and weaknesses. This includes one to one and two to one sessions both throughout the year and in the lead-up to exams.

I've also been involved in tutoring small groups of undergraduates as they take lecture courses in mathematical analysis, maths for natural sciences, operational research, calculus and theoretical physics.

I have experience helping students prepare for STEP examinations for entry into Cambridge and Warwick.

Tutoring Approach

I try to give students a supportive environment in which they learn to understand how the subject works. I believe that true learning happens when students are encouraged to really think hard about what they are trying to achieve and when they are pushed to process the information to arrive at their own, personal understanding. This is something which is often missing in the current school system based heavily on just passing exams.

I will often answer questions by posing my own query in response to try to lead my students towards figuring out the solution as independently as possible. Of course I also provide detailed explanations drawing on real world examples to make sure that the basic idea is clear. I avoid learning by rote, or memorising formula / equations in the course, instead focussing on the meaning behind them.

For me, the most rewarding part of tutoring is when I can see the light-bulb turn on, and that moment of clarity in the eyes that shows me that a student has fully understood a difficult concept for the first term.