“Ali is a great tutor. My son has come on leaps and bounds since he started. He is patient with my son and explains everything well and I would recommend his services. My son was having problems with chemistry, he really didn’t like the topic at all but Ali stayed patient with him and motivated him towards the subject, now my son is confident in class. He was predicted to get a C but he got an A.”
Susan, GCSE Chemistry Tuition
Senior School Entrance
2018 – Present, University of Southampton, PhD Bioengineering
2014 – 2018, UCL, MEng Biochemical Engineering (1st)
Heathside School, A Levels – Chemistry (A), Physics (A), Maths (A*), Further Mathematics (A*), Human Biology (B)
I have been tutoring for over six years and specialise in maths and Science tuition up to A Level.
At the beginning of the first session, I ask the student about their weaknesses and topics they do not understand. Then I start observing while the student tackles topics they feel they are confident with as well as topics they feel uncomfortable with. The purpose of this observation session is for me to measure the capabilities of the student and evaluate their strengths and weaknesses. In almost all cases, this proves to be efficient in helping me understand whether the student is a visual or auditory learner, or whether they have learning difficulties, or if they simply are too hasty to pay attention to the questions! After this session, I devise a teaching strategy according to the student’s needs. I almost always ask the client to purchase a practice workbook which I would use thereon as source material to challenge the student’s weaknesses. The most important thing to mention about my teaching style is that I never provide answers on a platter. Instead, I guide the student towards the answer and leave them to make the conclusions on their own. I encourage them to not avoid making mistakes as I believe without embracing their mistakes, students won’t have anything to learn from.
The most important trait this job requires is patience. Being patient can be the hardest thing when the student is impatient or not interested in the work. In all cases, I can be patient and repeat myself however many occasions have required different approaches. If the student finds it difficult to concentrate, I give them regular breaks. If the student looks like they are overloaded with information, I distract them momentarily so they can clear their mind and start from the beginning.
I am good at reading people and making sense of how their brains work. This is very helpful in understanding the cognitive issues students face. In a lot of the cases, the students have a misplaced approach that takes them through a twisted rational process that is the underlying issue. Identifying this twisted rationale and untangling it has been the answer to most students’ problems.
Furthermore, I am very enthusiastic about Science. The extent of my knowledge is deeper than an average teacher, I know how to inspire students who are interested in Science but are confused by it. I know the real-life application of lots of topics that are not included in text-books. As a PhD researcher, I have co-supervised Undergraduate students in their projects. This opened a new perspective in which I can see what students are lacking when they start their University degrees.
Keeping all the above in mind, I can help the students adequately adjust the pace of the session so that the student feels comfortable and can proceed to fill their knowledge gaps.
I have worked with over 50 students, from Year 8 up to A level. Please find a snapshot of my tutoring experience below.
GCSE Maths and Science AQA (foundation level) (SEN)
Hannah was a student suffering from attention deficit disorder (ADD). She could not pay attention for more than 3 minutes at a time and she frequently lost track of questions in the middle of solving them. This would then mean she would want to give up, she would become emotional and sometimes cry due to frustration. Every time this happened, I managed to talk to her, provide sympathy and explain that even my mind goes blank sometimes and that it can happen to anyone. We attempted multiple past papers and finished almost all of the CGP workbooks in both maths and Science over the course of 7 months with 2 hours of tutoring every week. I managed to push her from a predicted grade 1 to a final grade of 4 by the end of that academic year.
GCSE Physics (AQA)
Miriam was originally predicted a 6 in GCSE Science. What I liked about her – and I encourage all my students to do this – is that she never moved on from a topic or an exercise unless she understood it. She had no problem with saying “I don’t understand this part”. From the first session, she started understanding things with my in-depth and detailed (and at times repeated) explanations. No matter how many times she did not understand a topic, I kept explaining it and bring examples using different questions until she grasped the solution. In the end, she got an 8 in her final exams.
A-level Physics (WJEC)
Hyder was very sharp and enthusiastic about Science. He only struggled to solve exercises on certain topics such as Electricity and Electromagnetism. I worked with him for 3 months and helped him with his homework. During homework support I never solved the question for the student, rather I guide them towards the answer and let them take the necessary steps. He was predicted a B and in the end, he got an A*.
GCSE Maths (foundation level) (SEN)
Talia had severe learning difficulties and was on the autism spectrum. She was dyslexic and struggled to understand the basics of maths. She struggled with understanding decimals, value of digits, and even rounding up numbers. She required hours and hours of repetition before she grasped the material. I worked with her for the entire year in 2018/19 and managed to help her pass with a 4, a great achievement for her.
GCSE Science and Maths
Rachel had no interest in homework. She struggled to concentrate and her response to every question was “I don’t know”; not because she didn’t know, but because she would rather be told the answer. She was asked by her school to take foundation level instead of the higher paper but her parents did not want to do this. I worked with her for 5 months for 2 hours a week. I managed to motivate her, pique her interest and push her to think about the questions. She was getting 10 – 20 % in her mocks when we started working together but I’m pleased to say she passed with a 5 in her exams.
Hobbies and Interests
I am a self-taught pianist. During my gap year before I started my master’s degree, I saved some money and bought a digital Piano. I previously knew how to read music sheets so starting to play was not difficult; the only challenge was to find the perseverance to practice on my own.
I also enjoy learning about different fields such as Philosophy, Quantum Mechanics, Astronomy etc. so I spend whatever free time I find on listening to audiobooks.
“Ali is a great tutor. My son has come on leaps and bounds since he started. He is patient with my son and explains everything well and I would recommend his services.
My son was having problems with chemistry, he really didn’t like the topic at all but Ali stayed patient with him and motivated him towards the subject, now my son is confident in class. He was predicted to get a C but he got an A.” Susan, GCSE Chemistry