Camilo

Stories are one of the most effective ways to make ideas memorable, so I structure my lessons around a clear and logical narrative. Rather than presenting mathematics as a collection of disconnected rules, I show students how each concept develops from the previous one and why a particular method works.

I break difficult topics into small, manageable steps so that students can build confidence without feeling overwhelmed. Each lesson is guided by the relevant curriculum and adapted to the student’s current level, strengths and areas for improvement. I first explain the underlying concept, then work through examples with the student before asking them to solve questions independently.

A key part of my teaching approach is helping students deconstruct exam questions. Students often understand the mathematics but struggle to identify what the question is asking or which method they should use. I teach them how to recognise the important information, ignore unnecessary details and select an appropriate strategy.

For each topic, I also create what I call a “recipe”: a simple flowchart or sequence of steps that students can follow when solving a particular type of problem. These recipes provide structure at first, but the aim is for students to understand the reasoning behind them and eventually apply the methods independently.

I regularly use question banks and past papers to assess understanding, identify gaps and develop exam technique. I have used this approach successfully with previous GCSE Mathematics students, helping them become more confident, organised and independent problem-solvers.