Experienced Full Time Tutor with University of Cambridge Master’s degree and 6 year’s teaching experience. I provide A-Level/GCSE/KS3 Private Tutoring and University Admissions support. DBS check.

Find out more about Matthew

• When did you develop an interest in your chosen field and in private tutoring?

  Throughout secondary school I got a taste of many different academic disciplines, finding many of them to be of at least some interest. However, the more I progressed with the STEM subjects, Chemistry, Maths and Physics, the more I knew that this is where I wanted to go as it is a nerve ending of understanding and discovery. For example, I find it intriguing how chemists use their knowledge of molecular structures, which are stitched together by interatomic bonds, to synthesise compounds vital in making new products and novel materials. From dual-ion batteries to liquid crystal displays, such innovations play a fundamental role in improving the quality of life for people right across the planet. It was not until I had my first tutoring session, that this passion was not something I wanted to explore alone but in fact I would find it much more fulfilling to share what I am learning with others so that they too can develop their own passion and interest, and if not, well at least they would get a better exam grade!

• Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  The main topics I cover consist of Chemistry, Maths and Physics at both GCSE and A-Level. I thoroughly enjoy discussing scientific theories and concepts with my students, showing how these theories can be seen in the real world and observing how my student in their own way engages with the information and makes it their own. I also like to devote a little time to finding out how my student is finding school generally, how they feel with their progress and calm any qualms they may have about achieving their academic goals whether this be simply passing their subject, achieving the top grade or applying to university.

• Did you have any role models; a teacher that inspired you?

  I have been very fortunate to have had many great teachers along my academic journey, individuals who possess great teaching qualities which I try to incorporate into my own sessions. My chemistry teacher had such a contagious enthusiasm about the subject, bringing the subject to life and encouraging me to pursue the subject further. From him I learned many different teaching styles, I try to emulate not just how he interacted with me as his student, but also how he tried to optimise his approach for each of the different personalities he would have in his class. From him I learnt that teaching is not a one size fits all approach, different people understand things in different ways and it is up to us as teachers to find that best way for our students.

• What do you think are the qualities required to be a good tutor?

  Being an effective tutor requires a distinctive blend of skills and qualities crucial for guiding students to academic success. We've all had a teacher who is so smart that they can't relate to their students, it's horrible! A proficient tutor must possess a profound mastery of the subject, but equally as important they should demonstrate patience and empathy, adapting teaching methods to individual learning paces and answering questions with composure. Effective tutors are keen listeners, providing feedback in a supportive manner. Organisational prowess and preparedness are essential, with a well-defined lesson plan and the ability to adapt to unforeseen challenges. Lastly, a commendable tutor should have a genuine passion for teaching, inspiring students to unlock their full potential.

• Provide a valuable anecdote related to your subject or your days at school.

  Just before the final exam in my college science class, one of my friends approached the teacher.
  "Can you tell me what grade I would need to get on the exam to pass the course?" he asked.
  Our teacher gave him the bad news. "This final exam is worth 100 points. You would need 113 points to earn a D."
  "OK," he said. "And how many points would I need to get a C?"
  From this I saw how self-belief mixed with a slightly better preparation can propel a student to limitless heights. So, I make it a priority to instil both self-belief and meticulous preparation in my students.

• What were the difficulties or challenges you faced or still facing in your subject?

  In my science learning journey, I faced challenges grappling with intricate concepts and theories, feeling like I was scaling a steep intellectual mountain. Practical application of theoretical knowledge posed hurdles, requiring hands-on experience and critical thinking. The interdisciplinary nature of scientific topics meant integrating knowledge from various branches, cultivating a holistic understanding. Despite these challenges, I've embraced each obstacle as an opportunity for growth, navigating the intricate world of science through perseverance, adaptability, and a proactive learning approach. The ongoing journey has significantly contributed to my development as a student-teacher.

• Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  Simple. I love learning new things and sharing my knowledge with others!

• What makes you a Superprof (besides answering these interview questions :-P) ?

  I distinguish myself in the tutoring field by having undergone education within the esteemed Cambridge Supervision system. This unique experience has endowed me with a heightened capability to extract moments of brilliance from my students, fostering within them an intrinsic motivation to explore new realms of knowledge and comprehension. Equipped with this background, I empower students not only with the ability to tackle unfamiliar scenarios but also with a versatile skill set for effective problem-solving.
  
  
  With an extensive tenure in teaching, I bring to the table not only the experience of guiding others but also a prolonged history of self-directed learning. This dual perspective allows me to readily identify and guide students away from the challenges I once encountered at their stage. By leveraging my own learning journey, I facilitate a smoother progression through the subject matter, injecting vitality into the learning experience and making the subject come alive for my students. I work with my students to better their grades, but more importantly to give them a true competency in the subject that will be vital later in their academic journey.