-  Managed and trained pupils by groups of up to 12 or on a one-to-one basis to increase skills, potential, and confidence in their education.
- Improved my confidence when teaching and speaking to large groups of students of different abilities.
- Implemented effective strategies to alleviate students' anxiety towards learning Mathematics, resulting in improved performance.
- Maintained accurate records by thoroughly documenting students' progress and involvement.
- Wrote detailed progress reports following lessons to update teachers and parents.

When I first met Thiago, he was a Year 11 student who had completely lost confidence in his maths abilities. He would often freeze when faced with complex equations and believed that no matter how hard he tried, he would never be good at maths. His parents reached out to me, desperate to find a tutor who could help him regain his confidence and improve his performance before his GCSEs.

During our first few sessions, I noticed that Thiago was not struggling due to a lack of ability but rather due to a deep-seated fear of failure. He would second-guess himself, erase his answers repeatedly, and hesitate to attempt questions independently. I knew that before we tackled the curriculum, we had to rebuild his confidence.

I started by changing the way he viewed mistakes. Instead of seeing them as failures, I encouraged him to view them as learning opportunities. I implemented a positive reinforcement approach—celebrating his small victories and showing him that progress comes in steps, not leaps. I also introduced interactive learning, using real-life examples and engaging problem-solving activities to make maths more relatable and enjoyable.

Over time, Thiago began to approach problems with more curiosity rather than fear. He started to enjoy the subject, asking insightful questions and even attempting more advanced problems without hesitation. By the time his mock exams came around, his grades had significantly improved, and more importantly, his mindset had shifted. His final GCSE mock results reflected his hard work, but what made me proudest was hearing him say, “I actually like maths now.”

Laiza was a bright and ambitious Year 10 student who was already performing well in maths but felt she had reached a plateau. She had aspirations to study Economics at a top university and wanted to ensure she achieved at least a Grade 7 in her GCSE Maths exam. However, she struggled with certain advanced topics, particularly geometry, and was frustrated that no matter how much she revised, she couldn't quite grasp the more complex problem-solving questions.

When we began working together, I quickly realised that Laiza's struggle was not with understanding concepts but with applying them efficiently under exam conditions. She was meticulous in her approach but often spent too much time on problems, leaving her rushed in timed assessments.

To help her, I introduced a structured approach to problem-solving, focusing on exam techniques and time management strategies. I encouraged her to think about multiple solution paths for each problem and taught her to recognize patterns in questions that would allow her to solve them more efficiently. We also worked on her confidence in making quick decisions rather than overanalyzing every step.

As the weeks went by, Laiza's problem-solving speed improved significantly. She became more strategic in her approach, balancing accuracy with efficiency. By the time she sat her GCSE exams, she was well-prepared and confident. When results day arrived, she achieved beyond her goal—an 9 in maths. She later told me that the skills she developed through our sessions didn’t just help her in exams but also in her Sixth Form studies, where problem-solving and quick thinking were essential.