Expert GCSE, A-Level & Further Maths Tutor from a Former Head of Maths & 1st Class Graduate | 15+ Years Experience, verified Qualified Teacher. BSc. 1st Class in Mathematics, MA (Distinction), PGCE

Learn more about Chris

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

  My interest in Mathematics developed gradually through enjoying the challenge of solving problems and finding elegant ways to explain ideas. Understanding topics more deeply became very satisfying.
  Tutoring started almost by accident while I was at university, helping students one-to-one alongside my studies. Since then, alongside over 6 years of classroom teaching and leadership roles, I have been privately tutoring for approximately 15 years. I highly value the opportunity to make a direct and lasting impact on students’ confidence and progress, and that remains one of the aspects of my work I enjoy most.

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

  What I enjoy about Mathematics is that it develops both precision and creativity. I particularly like helping students see the connections between topics and understand that success in Maths is rarely about memorising lots of separate methods.
  I enjoy teaching topics where students have those moments of real understanding - whether that is algebra becoming more intuitive, calculus suddenly making sense, or complex problems becoming manageable through structure and reasoning. Trigonometry at A-level is one aspect that often seems confusing to students because of the many different identities. I enjoy bringing students back to core ideas at that point and getting them to see where a particular concept has come from. From there, I help them become confident with one smaller piece of the puzzle at a time, building their knowledge up into a well-connected unit.
  Inversely, a less enjoyable aspect is when students have been led to believe Mathematics is simply about speed. Some of the most successful mathematicians are thoughtful rather than fast.

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

  I was fortunate to learn from teachers who had strong subject expertise and focus. They routinely exposed us to challenging ideas at a manageable pace. Classrooms where questions are welcomed and explained logically are always helpful!
  Those ideas shape my own approach: setting high standards while making sure students feel supported enough to take risks and learn from mistakes.

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

  A good tutor needs to be an effective guide. I know where misunderstandings are likely to hold people up because I’ve seen them before and travelled the road many times, but good guides also listen. Subject knowledge matters, of course, but understanding why a student is struggling can help them reach their goals faster and much more enjoyably.
  The best tutoring combines clarity, patience, adaptability, and high expectations. Students should leave lessons feeling both supported and stretched.

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

  One thing I have noticed repeatedly throughout teaching is that many students underestimate what they can achieve in Mathematics. Often, this stems from spending too much time wrestling with questions that are simply too difficult for them at that particular stage. When students repeatedly experience failure, it is easy for them to conclude that the problem lies with their ability rather than with the level of challenge they have been given.
  What I have found most effective is carefully selecting questions that stretch students while remaining achievable. When students experience success regularly, they begin to build momentum. Their confidence grows, their willingness to tackle unfamiliar problems increases, and they start to see themselves as capable mathematicians. Those moments, when a student realises they can do far more than they initially thought, are some of the most satisfying in teaching. Rather than a single breakthrough moment, this transformation occurs gradually because of repeated successes built through clear communication and appropriately structured resources.

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

  One challenge I continue to see in Mathematics is that students often expect learning to be permanent once they have initially understood a concept. Because Maths is cumulative, later topics frequently depend on a secure understanding of earlier ones. It can be frustrating for students when they discover they have forgotten material they felt confident with previously.
  Over time, I have become increasingly convinced that successful mathematical learning depends not only on understanding concepts initially but also on returning to them deliberately. Revisiting topics, interleaving different areas of the subject, and retrieving previous learning helps students retain knowledge and make stronger connections across the curriculum. Forgetting aspects of a subject is human, and revisiting ideas is an essential part of long-term learning.

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

  I enjoy teaching generally, but what particularly motivates me is helping students change their relationship with Mathematics. Seeing someone move from avoidance or uncertainty to confidence and independence is incredibly rewarding.
  I also particularly enjoy pure Mathematics and the various algebraic methods that can transform complex equations and differentials, ultimately leading to a precise solution.

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

  I think what sets me apart is the combination of deep subject expertise and a strong understanding of how students think mathematically. Over time, I have developed an almost instinctive ability to identify where a student is struggling - not just what they are getting wrong, but why. Often this becomes clear within a relatively short conversation or by watching how they approach a few questions.
  Once I understand the underlying issue, I can move quickly and deliberately. Years of teaching and one-to-one tuition mean I have built up a broad bank of explanations, questions, examples, and resources, so I always have a strong sense of which tool will unlock progress most effectively for a particular student. Rather than reteaching entire topics from the beginning, I focus on selecting the right sequence of questions and the right level of challenge to target misconceptions, strengthen understanding, and create momentum.
  We don’t rush progress; instead, we learn deeply. My aim is always to help students leave with greater clarity, stronger confidence, and the feeling that Mathematics is becoming increasingly manageable and enjoyable.