Physics Tutors in Northam.
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Online Physics Tutors
Skilled tutor and undergraduate at University of Bath
I have a lot of knowledge and experience with Science and Mathematical subjects. I enjoy teaching students and seeing their progression. I have previously tutored A Level Maths and loved equipping them with the skills necessary to exceed in their studies.View Profile
Skilled tutor and undergraduate at Middlesex University
Memorised the Qur’an with 2 riwayats. Have Bsc in Human Physiology and currently studying Msc Clinical Physiology.View Profile
I support students with bespoke adaptive deep learning schemes,.
I am an academic and research professional in Higher education with interest in education and theories of learning and teaching.View Profile
Experienced tutor and undergraduate at gurukul kangdi university
Accomplished tutor and undergraduate at Universidad Nacional de Colombia
Biology, Chemistry, Math
I am currently a final year Biomedical science student at Kings. I studied A levels Math, Chemistry and Biology and AS Economics. I have also given my BMAT and UKCAT and have recognised the different techniques and skills needed for answering the questions under time pressure. In addition, I have been tutoring for 7 years, during which I worked with a range of students ranging from ages 6 to 18, with different abilities and needs. I am now able to recognise the different ways each student learns and have developed different methods. I use various approaches during my lessons to engage my pupils attention an ensure their expectations are met.View Profile
Creative tutor of maths and sciences.
I qualified as a teacher from University of London in 1984. Since then I have taught in a wide variety of institutions...secondary schools, special schools, pupil referral units and residential schools. I have a PhD in biochemistry so I have to admit that biology is my first love and chemistry / physics come a close joint second. However, I have had many successes guiding students through their struggles with GCSE maths. I have taught across all the main exam boards...OCR, AQA, Edexcel, WJEC. My approach tends to be playful, direct and geared towards getting you through your exams. I like to coach students to develop greater self-sufficiency in their approach to studying. I tend to start where the student is and shape my approach to suit their needs rather than offering a single style of delivery. In other words, I adapt to you, rather than you having to adapt to me. I also have a broad background in stress management, NLP (Neurolinguistic Programming) and cognitive behavioural therapy so I have a whole arsenal of tips and tricks to manage any pre-exam jitters and help improve general confidence and self-esteem. At the very least, get in touch and let's see how I can help you.View Profile
Experienced Tutor | Undergraduate in Mathematics and Philosophy
My name is Will and I am a student at the University of York. I am currently studying a BSc Mathematics and Philosophy (equal). I would describe myself as very patient, confident and approachable person with a passion for allowing people to reach their potential. I am extremely hard-working and will do anything to make sure I do the best job that I can. Last year I taught 2 students, one GCSE and one A-Level, both maths. Both were very successful and found that my tutoring improved their overall grade. See further for my teaching style: Experience has taught me that the best approach is to always be patient. I let the student dictate the pace of learning, taking more time on topics that are more of struggle for the student. I am extremely hard-working and organising making sure that the student is clear about the progress in their learning. I would usually start a session figuring out the topic the student like to work in then progressing with the main teaching part. Obviously all students learn different ways with some people being more visual learners and some auditory. As such, I have a wide range of techniques to make sure that the student gets the most from the sessions. These range from, worked examples of questions, to a step by step method of how to answer a question, as well as past papers with written model solutions. I would say that I am a very creative person which allows me to adapt my teaching style when the opportunity calls for it. Getting close to the exam period I will try to give techniques to apply during exams as well as how to come with stress or pressure during this time. Finally I have set my prices significantly much lower than other tutors out there. I live by the philosophy that price shouldn't be a barrier in somebody achieving their potential. I hope the prices seem fair for the service that I offer.View Profile
Imperial College London Chemistry Graduate
Hey guys! My name is Saf, I am a final year chemistry undergraduate at Imperial College London, a university ranked 9th in the world (QS World University Rankings 2020). I am now delivering summer courses in A-Level Chemistry and the GCSE Sciences & Mathematics, especially for any students who are unhappy with their predicted grades. Education is a huge passion of mine and I’ve absolutely loved teaching all of my students, one of whom ranked top ten for A-Level Chemistry in Peter Symonds’ College amongst his cohort of approximately 350 students. Many of my students have gone on to study Medicine (University of Southampton, Imperial College London & University of Manchester), Dentistry (Barts and The London School for Medicine & Dentistry) and Psychology (Cardiff University). My tutoring career started back at college in 2017 (Peter Symonds College) when I began running my own study classes for individuals in my cohort struggling with the new A-Level Linear Exams, it proved a huge success and as a result I was gifted with the Chemistry Award of Peter Symonds' College for achievement in academia and contribution to the department. I then carried on tutoring 1st & 2nd year undergraduates at Imperial College London. Being a fairly young tutor, I can completely relate to the struggles of many of my students, especially those now undertaking the linear A-Level Chemistry of which my cohort was the first! I have a very thorough understanding of exam strategies and how to grab all the marks in a paper, and also how to structure ones revision.View Profile
Cambridge and Imperial Science grad. 15 years teaching experience.
Key Stage 2: Since 2017 I have been working as a science and maths teacher in a specialist SEND school with primary school-aged children with a wide range of learning difficulties, including ADHD, Asperger's. dyslexia, dyspraxia and dyscalculia. This has involved planning engaging and fun practical science experiments in line with the KS2 curriculum, and devising interactive maths lessons to help the students grasp basic numerical concepts . - Case study: "I", aged 9, with ADHD, dyscalculia, Asperger's. Science: "I" had a keen interest in the 'messy' side of Science, so our experiments were generally Chemistry-oriented, involving chemical reactions that invariably produced interesting substances, explosions or slime. He learned how to write up observations in his exercise book independently, and further explore the 'theory' behind our experiments. Maths: "I" struggled with counting and subitising, so we worked on counting forwards and backwards to 20, and subitising groups of 2, 3, 4, 5 and 10, using Dienes cubes and other objects. Eventually he could manage these tasks consistently and moved onto creating given monetary values using coins. Common Entrance: I have prepared numerous students for entry at 13+ at both normal and scholarship level for secondary schools including Eton, Westminster, King's College Wimbledon, Dulwich, Radley, Wetherby Senior etc, all of whom have successfully gained entry to their chosen schools. I have particular experience in the Eton King's Scholarship paper, and have coached 6 boys for this exam, 3 of whom are now current King's/ Oppidan scholars at the school/ college. - Case study: "A", Eton King's Scholarship exam. "A" was naturally very bright, but severely let down by poor exam technique, including badly structured 'long-answers' and extremely messy (often illegible) writing which prevented him achieving the high scores of which he was capable. We discovered that his handwriting deteriorated as a result of perceived time pressure, leading to him rushing his answers to the longer questions and spewing out garbage. Despite this, he invariably failed to complete a paper under timed conditions. We therefore focussed heavily on techniques for answering and structuring long answers appropriately and concisely. By understanding the proper way to answer questions, and that he could say more with less, his answers become both more legible and higher-scoring, and he was also able to complete the papers in time. He went on to earn the scholarship. GCSEs: My GCSE students have been by far my biggest cohort over the years. I am equally at home with Biology, Chemistry, Physics and Maths at this level, and have already taken a number of students through the first round of the new 9-1 Maths specifications. I have also home-schooled at least 7 students in these subjects (from memory!), meaning I have often had to teach the entirety of the specifications from scratch, and set and mark regular homework in addition to providing exam preparation. - Case study: "R", home-schooled, IGCSE Maths and Sciences "R" had been excluded from his school at the start of year 10 for behavioural reasons. However, he had been offered a second chance to return to his school on condition that a) he provided regular proof that he was continuing to study for his GCSEs in the form of notes etc. and b) he could achieve at least an A in his IGCSE Maths, which he was due to take the following summer, a year early. I was contacted to work on maths and the three sciences with him. We met 3 times a week, allotting equal time for each subject. "R" had either mislaid or simply not made any notes for any of his subjects, so we had to start at the very beginning, ensuring not only that he had a comprehensive set of notes on each subject, but that he was keeping them sufficiently organised that he might send copies to his school. Come the end of the year, "R" achieved an A* in maths and was offered a place to return to his original school. A-Levels/ IB: My A-Level/ IB specialism is Biology. Most years I usually take on at least 1 or 2 students at this level. Biology is notorious for being one of the most 'content-dense' A-Level/ IB topics and there is a lot of factual learning involved, combined with some complex concepts. Invariably the topics that cause students the biggest headaches are the biochemical pathways of respiration and photosynthesis. I find the best way to help students learn these is to get them to focus on the bigger picture - what is the purpose of each step, and the process as a whole? What are the important outputs? How does it all fit into the grand scheme of things? Biology becomes a lot easier to digest when the interconnectedness of all life processes is appreciated. Everything is a cog in a big living machine. - Case study: "H", OCR A-Level Biology "H" was studying Biology alongside 2 non-science A-Levels. She required two As and a B to get into her preferred course at university, and whilst she felt As were attainable in her non-science A-levels, she was struggling to meet the B grade boundary in her internal Biology tests and exams, often dropping to a D. After reviewing her mock scripts, it became clear that, besides an insufficiently deep understanding of certain topics, "H" had shortcomings in her exam technique. We initially identified the topics in which she struggled (mainly 'pathway' questions) and focussed on breaking these down and learning them inside out and back to front. We then moved onto practicing related long-answer exam questions, and establishing a consistent approach to answering them. "H" eventually became confident in tackling these topics and questions unassisted. She gained her B grade and her place on her preferred course.View Profile