I'm a mechanical engineering graduate with extensive experience in education from KS1 to KS4. I have specialised in mechanics and core curriculum of mathematics during my time in my university. I have a passion for teaching and collaborating with students to create a positive learning experience. I strongly believe education should be accessible for everyone which is evident from my career as I've led multiple homework and mathematics club for students with limited resources.

I have numerous years of teaching under my belt, specialising in mathematics. I believe anyone can master mathematics with a correct way of teaching which is individualised towards them. As a learning associate I use a very patient approach adapting to the strengths of the student instead of using a singular rigid method.

I'm a learning associate with multiple years of experience in primary and secondary schools. I have led numerous mathematic intervention sessions for students with special educational needs. I believe education should be accessible to every individual regardless of any circumstances. I have led numerous sessions focusing on basic concepts such addition to more complicated concepts such as multiplication and division without a use of timetable sheet: promoting independence.

I use tools such as visual aids and physical tools such as blocks to introduce another dimension to learning in order to help the students visualise the numbers and the concepts. I led these interventions with a large group of students in early years such as KS1/KS2 focusing on foundations of mathematics to transitioning into much more complex concepts such as place values, where the foundation for this topic is built upon multiplication and division.I've learned that in teaching it is imperative to create a cohesive learning journey where the students are capable of drawing knowledge from previous lessons. This builds confidence within the students and creates a positive learning experience.

As an experienced learning associate I've led multiple lessons in earlier years focusing on foundations of mathematics. It is important to build confidence in early years students and use positive language when a student faces any challenges and focus on the positive aspects of their work.

In contrast I have experience working with latter stages of Key Stage 3 students and Key Stage 4 students. I have led multiple intervention sessions preparing year 11 students for their GCSE exams, primarily focusing on exam technique and understanding what the question is asking the students. My intervention sessions would be comprised of working on the foundations and applying the knowledge towards the end of lessons. As an experienced member of staff I was also given the responsibility of delivering lessons across different year groups from year 7 to year 11.Along with that I led after-school clubs such as homework/maths club for students struggling with any concepts during lessons.

I strongly believe tutoring should be student centric, focusing on the strengths of the students. Furthermore, the limitations of students can be transformed into strengths by drawing personal experience from the students to make any content more relatable. Individuals have different learning experiences and several factors affect in how they perceive the information.

I have come to this conclusion by teaching a diverse range of students from different age groups to ability and background. Using a individualised teaching and using example from their personal experience is an extremely effective method and this was a universal phenomenon. For example early students in early stages of key stage 3 are intimidated by algebra functions. However explaining functions rather than using mathematical symbols makes this topic more accessible to the students where they're able to draw from previous experiences.

Building upon that, my main objective in tutoring is to build upon the previous lesson. This allows the students to understand how each mathematical concept is linked together. For example before learning rate of change or gradient we cover concepts such as time and distance. These foundational concepts are imperative and allows the student to apply the knowledge to future topics such as gradient or calculating speed of an object. It is imperative to strengthen the foundational concepts as it instills students with confidence. I also emphasise on the etymology of key terms as often the language used in mathematics is one of the main limiting factor; often intimidating the students.

In conclusion I use a student focused learning techniques where I focus on basics drawing personal life experiences and really emphasising the etymology of key terms.