Ruth Madeley

Having 4 years of experience, I have found working through multiple problems with students is the best way to keep them engaged and actively learning. Normally, I go through an explanation of the working behind the maths question. I then make sure that the student has fully understood the way that I have gone through the problem. If a student is not understanding the explanation and requiring more help than expected, when working through a problem, I explain a new approach, which may be better suited to the student. I tend to let students work through different problems, only providing help when necessary. Once a student is feeling confident with the subject, able to go through several kinds of question format without any help, a new subject is approached using the same style. Towards exam times, questions are formatted more like exam style questions, with time limits being set. This is done to help mimic the settings of an exam, which helps to boost students' confidence. As a result, students are likely to perform to a higher standard, achieving better grades. Lessons are usually an hour long taking place once a week, but this can vary depending on the students needs. During term-time lessons will be flexible, based around students other commitments, but primarily focusing on after school or on a Saturday. During holidays, lessons will continue if it is wanted, otherwise we take a break and come back after the holiday. Every so often, a revision lesson will be had to go through past topics, so as to make sure that students are still feeling confident when approaching questions.