Jeremy

I am a family man with four grown-up daughters, with over thirty years as a schoolmaster. I have worked mainly in the UK, though also overseas (Africa and Asia,) teaching Maths to children of all ages (7-18) and some young adults.
I aim to foster a fun yet respectful relationship with my tutees, whether working online or in person - I enjoy getting to know extended families as well as valuing the 'warm body in the room' effect and have found that working with students i their own environment, in a familiar room where they feel most comfortable, is most beneficial.
I enjoy poetry, puzzles and playing with words, and am a published author (topical and humorous rhymes.) As a former geologist, I love the practical side of that discipline and can often be found digging up fossils on the beach. Furthermore, I love going on long rambles, searching for butterflies and other natural history wonders in the Kent and Surrey countryside.

Tutoring Experience

I have over thirty year's teaching experience and have tutored privately for almost as long. After working in the oil industry, I went into teaching in my late twenties. Having attended private school myself, I ventured into this sector as Head of Mathematics in a preparatory school (ages 7-13.) I have since 'moved up' to teaching maths at secondary level; I currently specialise in helping anxious students pass their GCSEs and teach Year 10 and 11 at a state funded school for pupils with SEND - many are on the autistic spectrum and all have varying degrees of anxiety. Outside school I tutor manily neurotypical students at GCSE/IGCSE level; I also tutor pupils for 11+ tests.
If you would like a testimonial, I will happily put you directly in touch with a family for whom I have tutored.

Tutoring Approach

There is no such thing as a stupid question in my mind and I aim to put students at ease from the outset. I am patient and kind - I struggled with Maths myself as a youngster, so I understand the real fear that some find with the subject. Maths should be fun and not something to be feared, even when a student faces profound difficulties with the subject; it is these feelings that underpin my approach to teaching in general.