“I wanted to thank Alli for all the fabulous work you’ve done so far with X. I feel his confidence in the IB maths has improved a lot and he is now facing the prospect of his Cambridge interview with calm confidence.”
IB Maths and Cambridge interview Tuition
2014-2018, University of Oxford: DPhil Chemical Engineering.
2010-2014, University of Oxford: MEng Engineering Science (2:1).
2008-2010, Stonyhurst College: A-Levels
Maths (A*), Further Maths (A*), Physics (A*), Chemistry (A).
I have worked as a private tutor since 2014. My subject specialisms include Maths, Chemistry, Physics and Engineering. I am also able to provide support for Common Entrance Exams and Oxbridge applications.
Mentoring one-on-one gives the opportunity to learn at the student’s optimal pace. I strongly believe that success at school and beyond is based on strategy, time management, and self-confidence. I find, from my own experience, that people learn things differently and at different paces. When students struggle with a subject, it’s usually because their learning style conflicts with the style or pace with which it is being taught.
My passion, diligence and creative skill-set drive my students to succeed. I have a positive attitude and a passion to assist and motivate struggling learners and is key to building confidence and achieving academic goals.
I have supported over 50 individual students working with a range of academic levels from Key Stage 1 through to Post-graduate level. What follows is a selection of past students, representative of my experience.
11+ Mathematics and Non-Verbal Reasoning
Charlie is a clever child when he gets into the rhythm of his work. He had high aims of getting admitted to either Winchester or Harrow School but needed to instil patience into completing his work. There was a disparity between the results from his homework and questions tackled during the tutorials. Specifically, for Non-Verbal Reasoning. Charlie was taught the mirror line method, sequencing method, elimination, creating the answer without the options, noticing two or three transformations of a shape and recording them. These skills are invaluable in solving NVR and only after a lot of practice did he master these skills and then was able to do so rapidly. The issues that we met were mainly due to final method errors or trying to do calculations in his head rather than writing it down. I taught him to take the time to do questions that are new before mastering the art of quick mental mathematics. Two sets of NVR and Mathematics mock papers were covered weekly and under exam-style environment under timed conditions. Charlie was successful in being offered a place, and now attends Winchester School.
11+ Mathematics and Non-Verbal Reasoning
Luana was a sharp child with high ambitions to gain a scholarship to St. Paul’s girls. She was also a national Musician. She was very prepared to tackle questions in the mathematics and NVR exercises when we worked together. Teaching her quick and necessary techniques to help with answering quicker. She struggled mainly to complete questions in a timely manner and being able to find a short cut route to answering given exams, which is key for the top students. She some times felt let down when she did not complete tasks. I showed her to keep a positive attitude up, as confidence is key in the long run. I proposed a lesson structure that taught outside her course and involved ‘Fun Mathematics’ which involved new and exciting problems at the current academic level which gained her interest in mathematics in general. I also made her realise the allocated marks to each question are a direct link to the amount of time to be spent on the specific question. I also showed the necessity of shorthand presented in a clear and well organised way. Luana received entry after passing the exams two weeks ago and is currently in course for 1st year of school in 2020.
13+ Eton Kings Scholarship
Aki was very prepared to tackle questions in the mathematics common entrance papers. He tackled new challenges seriously and with a positive attitude, using common sense to solve problems independently. His only struggle was the ability to complete questions in a timely manner, which is key for scholarship questions set for the top students. He sometimes felt let down when he did not complete exams. I showed him to keep a positive attitude up, as confidence is key in the long run. I proposed a lesson structure that taught outside his course and involved ‘Fun Mathematics’ which involved new and exciting problems above his current academic level. I also made him realise the allocated marks to each question are a direct link to the amount of time to be spent on the specific question. I showed the necessity of shorthand presented in a clear and well organised way. Aki received the Kings scholarship and is currently in his first year at Eton.
GCSE Biology Hisham
Grade 11 biology student having trouble memorizing biology concepts
Hisham was completing his last year of GCSE studies. He had scored low 60s% in biology midterm, and his goal was to achieve an 80% in biology GCSE. Furthermore, he wanted to complete his biology course online through the Vancouver Learning Network (VLN) rather than at his school.
His final grade in biology GCSE was 89%.
AQA GCSE Physics
Shaun and Liam started being tutored AQA GCSE Physics at the beginning of Year 11. After feeling they weren’t able to learn effectively in a disruptive class of more than 20 students, they made the step to home school. Alli worked with Shaun and Liam to enter them for their exams at a nearby centre. Shaun and Liam had a varied schedule and were taught together.
The sessions were tailor made for Shaun and Liam where adoptive style teaching was used with fun ways of repeating the experiments at home without necessarily practically doing it. This helped them visualise and understand the subject more. Furthermore, regular tests were set which helped them keep on top of things and achieve their goal of getting top marks.
Edexcel Chemistry GCSE
I had Ben for three sessions over the course of a week on topics that he didn’t know much about and needed some quick fire revision for an upcoming exam. He made example questions and walked through them with me. He also found resources online relating to his studies and was able to highlight different methods towards the solution to help understand the easiest and most efficient way of going through a GCSE paper.
The sessions were short and intense. Ben didn’t particularly enjoy sciences and needed to be given an interest into the subject to spur him into doing work to help understand the concepts. Flash cards and mnemonics were employed to help with remembering some of the properties in the periodic table.
A-Level Maths, Physics and Chemistry (Edexcel and OCR)
Jasmine is a very articulate student who is engaged with her subjects; Mathematics, Physics and Chemistry. Her written work, however, sometimes appeared careless. This led her to get predicted AAC after her AS mocks. Jasmine attends St. Pauls and the teaching is fast paced and academically demanding. She told me she was finding it extremely hard to keep up with the course reading and was anxious about not getting her predicted grades for Cornell University, where she wanted to study Architecture. Jasmine and I held an in-depth discussion which was useful to further explore the gap between her written work and her mock results. This was a conversation that needed to be approached sensitively, and so I used a traffic light method to highlight the weaknesses (red) and strengths (green) of the syllabus of her subjects. This showed a few topics which she had not comprehended at all. A thorough revision schedule was constructed along with regular homework, guided Jasmine to be more careful while working and gain her own method of solving certain problems. Through the month leading to her exams, mocks were conducted to measure her progress. Jasmine progressed from a C to A in Mathematics, A to A* in Physics and kept her A in Chemistry. She is now at Cornell University.
A-Level Physics and Chemistry
Haseem struggled with the fundamental understanding of Physics. The main issues he had was with understanding the practical aspects of things and relating them to equations especially in exam pressured conditions. We went back to the fundamental GCSE Physics to confirm understanding of the building blocks of the subject and covered the topics with exam styled past papers after each topic. it was clear that there were holes in the previous years syllabus which carried. Also taught was techniques to highlight and breakdown long winded questions to essential features required by the exam. With diligent work, Haseem put the hours in and improved form B/C to A. He got admitted to UCL to study Mechanical Engineering.
Ahmed AQA A Level
12 hours per week for 3 months.
Ahmed faced significant challenges in his Maths and Physics and needed 90% to move on to university of his choice. There was a mixture of a language barrier problem as well as consistent analytical mistakes in answering questions. Ahmed worked under the misapprehension that an approach similar to the one he employed in Lower years. To start with, I needed to teach him the language of the course with keywords appearing in notes, worksheets and exams. It was necessary to be familiar with these terms to decipher questions given as it is paramount to A-Level problems. Relating his current work with interests outside academia namely video games, cars etc reaffirmed his interest in the course. The intensely daily schedule ensured we had covered the course rigorously whilst working through all the past papers available. He went on to be admitted to Engineering at UCL.
IB SL Physics
Alessandra struggled with the fundamental understanding of Physics. The main issues she had was with familiarising herself with base units and equations then applying them in problem solving questions. She also struggled with her confidence which manifested with a lack of understanding of exam style questions. I went back to GCSE Physics to confirm her understanding of the building blocks of the subject and it was clear that there were holes in her knowledge of the previous year’s syllabus which carried on to IB. I also taught her exam techniques to highlight and break down long winded questions to essential features required by the exam. With diligent work, Alessandra put the hours in and improved from a 4 to 6. She got admitted to Imperial College to study Biomedical Engineering.
Charlie and I worked through AP physics curriculum for a year in 2014. Charlie was a top set student in a UK boarding school and was applying to American universities and needed a good AP score to meet the minimum requirements. We focused on topics he could not get his head round. Particularly, concepts in Electricity and Magnetism. He achieved a 4 which was the target.
Dylon initially did not have the right attitude towards work. His lack of care and drive to revise caused him to fail his Mathematics module on Differentiation and Integration in 3D. Over the summer, he had the chance to resit his paper. This required intensive tutoring of the course along with all the tutorial questions he had not completed through the year. From experience, I know exam questions are a direct reflection of tutorial questions backed with referenced textbooks from the lectures. Covering these with memory techniques gave Dylon the ability to solve the questions set. The confidence of getting the right answers also provided a better attitude towards his course. He went on to score 62% in the module and graduated with a 2.1 in Mathematics from Kings College London.
Hobbies and Interests
I am very active and enjoy playing football and going swimming. I also enjoy playing video games and building wood models.
“Since Allamin started tutoring me he has kept in touch with me, in particular by seeking my advice on a literary paper I was writing last year and by attending a theory reading that I gave recently. Based on these interactions, I have come to see Allamin as a bright, personable, energetic, and mature person with a concrete, ongoing, well-rooted interest in teaching. As I glance over his credentials that he gave me, I am struck by just how much he has already done in various positions—whether volunteer or paid—and what this reflects about his work ethic. And I see this same ideal—one that he wants to pass on to his future students. Thus, I recommend him.” (Djumaev)
“[Thank you for] being so supportive of M (when she was panicking!!), for giving her confidence and of course for all the help with the IB maths” (C. parent)
“I wanted to thank Alli for all the fabulous work you’ve done so far with X. I feel his confidence in the IB maths has improved a lot and he is now facing the prospect of his Cambridge interview with calm confidence.” (Mother of Prospective Computer Science student at Cambridge)
“Alli was excellent. This was a tough AP Physics exam and we worked through it together. He has a unique way of explaining concepts which made it easier to answer questions.” (Charlie)
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