As an Institute of Physics Teaching Scholar with Qualified Teacher Status in Science & Mathematics and a Physics with Music degree from Imperial College London and the Royal College of Music, I strive to create a learning environment which is both fun and productive by connecting subject matter with my students' interests and setting challenges. I have experience teaching ages 7-18 across a wide range of subjects and exam boards including 11+/13+ entrance exam preparation for prestigious schools such as St Paul’s and interview preparation for Oxbridge and top Russell Group Universities.
My passion for teaching science and mathematics manifests itself in a desire to engage in scientific discussions and foster the innate curiosity of those around me. Born in Scotland and raised in the tropical rainforests of Costa Rica and Honduras, I enjoy adventures both close to home and in far away places. Through a wide range of interests, including music, composing, racquet sports, skiing, diving and astrophysics, I strive to maintain a close relationship with my pupils and challenge their interdisciplinary thinking and creativity. I believe that the best measure of success is when my students are genuinely excited about the subject matter and eager to bring their own ideas to the table; at the end of the day only then will I be satisfied my work is done.
Having worked as a full-time physics and maths teacher at Harris Westminster Sixth Form and a private tutor for many years, I am familiar with a wide range of exam boards and admissions processes. I am extremely passionate about education and strive to address the falling standards of education through working closely with students of all backgrounds across the London boroughs. Through pedagogical research in maths and science as part of my PGCE and the creation of a curriculum designed to meet all aspects of the Teaching Standards, I strive to differentiate for the needs of all my students including Gifted and Talented, SEN, and students with English as an Additional Language (EAL). The flexibility of my lessons allows learners to go beyond the syllabus requirements to where their interests lie, and at a pace which suits them. Indeed, many of my students are going on to read courses at Oxford or Cambridge or are participating in Summer Schools at Imperial and UCL to expand the frontiers of their knowledge and understanding.
As a perfectionist, I like to make students aware of any approximations and justify every step of my working. The use of concise and easy to follow standardised methods, cross-curricular connections, and analogies has resulted in significant improvements. This success is due to the fact that when a student is confronted by a problem they have not encountered before, they have a scaffold to fall back on consisting of the main principles necessary to solve that particular kind of problem.