Hakim Al-Neqshabendy

My lessons are structured entirely to the needs of the student. What that means is you will see varying content for different students, but some techniques I find effective for all students are: visualising concepts, relating to real-world examples, and going through guided examples. I know these work because they are the exact same methods I used to achieve my grades.

What sets me apart is that I like to pick my real-world examples extremely selectively to provide the extra benefit of developing a secondary skill. For example, it is entirely possible to teach the logic behind programming whilst developing music theory, so students who are looking to learn the piano can find that dynamic very engaging. A lot of students do not develop the mindset towards academia to sustain their own motivation until sixth-form, so this engagement is absolutely key.

A more personal example, I learned logic gates in Year 7 in order to program robots in a game. This was my first real step into programming, and I would've learned it a whole two years later had I not provided myself that secondary motivation. It's these types of processes that I try to enable in students, to allow them to motivate themselves to learn.

My final point is a lesson that I will provide for free: Being good at maths is not about being good with numbers, but rather about training a handful of indirect skills over years. These skills include pattern recognition, abstraction, problem breakdown, and more. Chess is an excellent game to develop these skills, which is why good chess players are usually very intelligent, but there are others. Part of my tutoring will involve learning what you are good at, and forming a plan around it.