Trevenen

My name is Trevenen Harry and I'm a tutor and actor. Me, and my name, are from Cornwall, incidentally I am learning the Cornish language and if all goes well, I'll be a bard one day. Wel, y fynnsen vy bos bardh!

Since earning my degree I have become an actor. Recently I've been working with an Amazon Prime producer who is helping me transition from a semi professional actor to a professional one.

As for mathematics I remain absolutely fascinated by it, It's the language the universe is written in after all. Just the other day I worked through a proof showing when fractions will terminate or recur.

Tutoring Experience

Over the past three years, I have worked as a voluntary maths tutor, guiding students through the UK school curricula for Pre-GCSE, GCSE, and A-Level to gain experience for a paid opportunity. I started with Pre-GCSE students, focusing on building a solid foundation in basic maths concepts to boost their confidence and interest.

At the GCSE level, I encountered diverse student needs, helping with topics specified in the UK syllabus such as algebra, geometry, trigonometry, and statistics. I tailored my approach, using problem-solving sessions, interactive activities, and real-world applications to enhance understanding and appreciation for maths.

For A-Level students, the material became more complex, involving advanced topics like calculus, linear algebra, and differential equations as outlined in the A-Level curriculum. My approach here included detailed explanations and extensive practice to master intricate concepts.
This voluntary experience, aligned with the UK school system, has been driven by my passion for teaching and has significantly honed my tutoring skills, preparing me for a professional tutoring role.

Tutoring Approach

I believe it is important to respect my students and understand their needs when it comes to learning, so I take the time to communicate how important what they're studying is and how it will help them achieve their goals. I am also appreciative of the fact that no amount of teaching can compare to the learning done by oneself, so I am certain to excite my students by mentioning how a concept may be used more broadly.

I find I am skilled at getting across concepts both by means of analogy and by breaking a problem down into ones which the student can already understand.