Lucjan

Academically, I was a late bloomer. Placed in the bottom sets for most subjects and often sent out of class for misbehavior, my school years didn’t start on the best note. However, as I approached my final year of GCSEs, I experienced a shift in mindset. Determined to leave school with strong grades, I committed to working twice as hard as my peers. By the end of the year, my efforts paid off—I achieved the second-highest GCSE Maths grade in my year. That same work ethic carried me through my A-levels, where I earned A*s in Further Maths, Maths, and Chemistry, along with an A in Physics. These achievements led to offers from both Durham University and Imperial College London.

Teaching became a true passion of mine. The beauty I discovered in my own journey inspires me to guide and witness the growth of others as they embark on theirs. My goal extends beyond academic development; I strive to foster personal growth, nurturing a healthy mindset that can flourish over time.

Tutoring Experience

I have four years of tutoring experience, working with students from GCSE to A-levels in both in-person and online settings. Throughout my time at university, I continued to tutor, primarily working with private students. Additionally, I spent six months as a tutor with SEM Tuition, gaining valuable experience through the agency.

Tutoring Approach

When it comes to teaching maths and physics, the approach is straightforward: practice, and lots of it! I start each lesson by presenting a problem to my student, offering hints to guide them toward the solution. If I notice any gaps in their understanding, I take the time to explain the underlying concepts before progressing. This process is repeated until the student has fully mastered the topic, at which point I administer a test. To reinforce what we’ve covered, I assign similar problems as weekly homework.

I’ve noticed that a student’s focus tends to wane after about two hours of study. To counter this and improve retention, I incorporate short breaks into my lessons. Research supports that these breaks enhance learning, so I include a five-minute pause after every 30 minutes of teaching. During these breaks, I use the time to catch up with my students informally. As a result, my one-hour lessons typically extend by five minutes, while two-hour lessons run about 15 minutes longer.

I exclusively tutor students aged 16–18 who are studying for their AS or A levels.