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I’m French, particle physicist at the university of Sussex.
I completed my PhD from Queen Mary university of London in January 2018. I had a lot of occasion to teach to wide range of students and subjects. I'm now a research fellow at the university of Sussex. I study particle physics, that's the physics concerning the fundamental constituants of matter.
I want to help you achieve amazing GCSE results!
I achieved 8 GCSE’s at Grade 7-9 Biology - 9 Chemistry - 9 Physics - 9 English Language - 9 Mathematics - 8 History - 8 Business Studies - A* English Literature - 7 Email me: eastsussextutors @ gmaIl.com for enquiries/questions or send me a message! 😁
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.
Patient, knowledgable teaching led by research based practice and experience.
Biology and Psychology specialist trained by the South Downs SCITT in 2017/18 and now a GCSE Science teacher at DMAT. As an NQT, I offer lower rates than others in the area, with pre-booking multiple lessons offering discounts. I teach to the AQA Science exam specification day-to-day, but also Edexcel.
Tutor with 7 years educational experience and degree in Physics
I am a current physics undergraduate at Sussex University achieving a high first, with especially high marks in Maths. I have been a teacher and educator for the past 7 years, teaching everything from Maths to Religious Studies. My background is also in Youth Work, so I approach tutoring in a unique, fun style working collaboratively with students to find the best way for them to learn. I am available both online and in person in the Brighton area. Online I use an interactive drawing pad to make lessons just as engaging as in person. Once we’ve had an initial consultation I will come up with a comprehensive long term plan to help students achieve their goals. Each lesson is carefully planned to maximise impact, I will also set small homework tasks to ensure that knowledge is retained and built upon over time. I love teaching, especially Maths and Physics. My number one priority is to make each lesson an engaging experience that has lasting positive impact. I always want to hear feedback on how I can achieve that better and will do everything I can to tailor each tutoring experience to every individual student to make sure that happens. Qualifications: A-Levels: Maths A* Further Maths A Physics A* Politics A AS-Drama A
Resourceful tutor and undergraduate at King's College London
Hi, my name is Munaib. I am a 6th year medical student at King's College London. I have 7 years of experience in teaching (both 1 to 1 and group) Science and Maths KS3, GCSE and A level. I currently hold a 1st class degree, and attained A*A*A in my A levels. My teaching style: I focus on identifying the student's weaknesses and building them into strengths. I like to challenge my students into thinking for themselves and trying to work out the answer whilst guiding them in the right direction. Hard work is essential, and i always hope to inspire my students to achieve their greatest potential.
Accomplished tutor and undergraduate at University of Sussex
A full time tutor with 6 years experience. About me: I am a Theoretical Physics graduate with 6 years tutoring experience. I have a passion for challenging traditional ideas and finding new means to help students make their way through an increasingly strained, high pressure education system. I tutor because it allows me to help young people reach their potential in typically difficult subjects, and because it provides rewarding and intellectually stimulating environment in which to work. When I'm not tutoring, I spend my time with my girlfriend, writing and performing music with my band, or at the gym. My experience: I started tutoring when I was in my second year of university, and have continued to do so alongside studying and working for the last 6 years. My previous job allowed me to work with a wide ability range of students. On one hand I was teaching pre GCSE maths to a 17 year old boy with Asperger's Syndrome, ADHD and severe Dyslexia; while on the other tutoring an A - level student that went on to achieve an A* in Physics and an A in maths. This range of experience showcases my ability to relate to students on all levels, be they a top student who wants to secure an A*/9 grade or a struggling student who is worried they won't pass their exams. Maths and physics are difficult and often unintuitive subjects, but once my students realise that that doesn't put them in the exclusive domain of "things smart people do" they flourish, often stating how surprised they are at the ease with which they can answer difficult looking questions. My approach: I have found that students in mainstream schools can often be overlooked by teachers due to their workload and class size. This can cause students a great deal of frustration with the subject, leading many to believe that they "just don't get it" when actually they just lacked sufficient one on one time with a teacher. Tutoring allows me to help towards addressing this systematic problem. My approach is tailored for the individual student, this includes but is not limited to: homework help, catching up with class work, racing ahead with class work, exam practice and help with planning and conducting revision effectively. I emphasise conceptual understanding as a foundation of academic success. I will draw analogies between different topics to highlight how maths and physics are not a series of separate, isolated processes but a web of inter-related ideas. After a student has this foundation, the focus shifts to building on this understanding through worked examples and practice exam questions.
Versatile tutor and who is ready to teach!
Will focus on revision lessons and focus on topics you are weaker at. Can do a range of secondary and GCSE subjects as got all A*/A so please ask about it, but am focusing on Maths, Geography, Economics and Physics
Passionate physicist looking to help students reach their potential.
I am an 18 year old student looking to start a Masters in physics at Manchester this September. I don’t have professional tutoring experience however I have mentored fellow physics and maths students at both A Level and GCSE and I love helping students reach their potential. GCSE: Maths - 9 Computer Science - 9 Physics - 9 Biology - 9 Chemistry - 9 A Level: Predicted (2020 exams cancelled) Maths - A* Further Maths - A* Physics - A* Computer Science - A