Calum
- Rate 122AED
- Response 1h
122AED/hr
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- Math
- Physics
- Chemistry
- Science
MSci Student at Durham University tutoring Maths and Physics - Maths tutor with Calum
- Math
- Physics
- Chemistry
- Science
Lesson location
About Calum
I am currently an undergraduate studying a Physics and Mathematics MSci (entering 4th year and currently have equivalent of bachelors qualification) at Durham University returning after summer. Previously, I attended Poynton High School and Sixth Form during which time I worked as a qualified leisure assistant (lifeguard) at my local leisure centre.
My fascination with science was sparked at a young age through watching documentary programmes such as "Horizon". I was also inspired by the book "Science" by Adam Hart Davies which detailed many historical scientists and their breakthroughs. I am still a keen reader of New Scientist magazine, to which I have been subscribed for 5 or 6 years and which I find invaluable for keeping abreast of current scientific issues and developments. I also read widely in scientific literature, one of my favourite books being "The Elegant Universe" by Brian Greene.
In parallel with my scientific interest, I also have a passion for debate and public speaking, which was, in part, fostered by my participation in the Bar Mock Trial while still at school. This was a project designed to give students an insight into the process of a Crown Court trial by playing the roles of those involved. I also co-chaired the sixth form debating society.
While still at school, I qualified as a lifeguard and was employed at my local leisure centre. I found that communication was extremely important in this role, as everybody's safety depended upon clear communication and teamwork with both the public and fellow lifeguards. I was also in the role of direct communication with the customer, and needed to be prepared to accept and complaints and comport myself correctly should they escalate, in addition to taking a leading role in the event of an emergency.
I am willing to teach in a range of styles, however what I prefer (and recommend) teaching is a more in depth understanding of the material taught on the course.
Though this might be seen as a little extra work, I believe that having a greater perspective on the topics on the course in a more advanced context allows students to succeed without having to rely on extensive memorisation.
I have always had a keen interest in the more abstract areas of mathematics and physics, and find that the focus in schools all too often fails to capture the significance of, and the more intuitive way of thinking about, the materials taught.
Luckily, in my time at university, I have been able pursue this more freely and, with the help of my professors, better understand the connectedness between topics in both maths and physics.
Though it often saves time in the classroom not to explore the materials in this way (it is difficult to teach students how best to think about science and mathematics when not 1 to 1, since it must be tailored to each student individually) I believe this understanding is the key in students who gain the highest grades - think about how much more effortless it is to look down at the landscape from slightly above, than to try to find your way through the ideas at ground level.
Of course in reality, practice and hard work on the part of the tutee is still necessary - and going over many problems, though tedious, is something the tutee will have to do independently and sufficient to their needs, though I can help them find out precisely how much this should be. To this end, the majority of my tutor sessions structure around worked examples, but rapidly segue into deeper explanation of concepts as they arise in the work; having the tutees explain their understanding of specific problems is the most efficient way to pinpoint the areas that really need deep, encouraged thought on the part of the student.
My earliest work experience with teaching was at Liverpool University, wherein I assisted a PHD student with her geological work, and three of my assigned tasks were directly related to science communication. The most important and enjoyable of these was being part of a team tasked with organising a physics outreach high school students, assisting with preparation and design of interactive experiments as well as directly engaging the students and with 1-to-1 explanation of the ideas explored.
While in sixth form I took the opportunity to tutor students in lower years struggling in mathematics, which has brought me to the insight that all people learn the sciences, particularly mathematics, in distinct ways, and the key resonating with any tutee is to endeavour to conceptualise the topic understandably, then make the effort to expand this perspective gradually to encompass the material necessary, without oversimplifying so as to sacrifice the coherence between the topics covered.
I also offer experience in coding for a wide range of projects. I was first introduced to programming in early High School through voluntarily attending workshops intended to introduce young students to the basic concepts and familiarise them with a basic language. Persisting with this throughout my time in high-school, I learned the essential parts of Visual Basic, Visual C and C#, and by GCSE year was part of a group encouraged to attempt an AS in Computing alongside my GCSE exams. This experience proved useful when I reached university, wherein I was taught to use python in a first year physics module and later a second year maths module. Both of these modules involved the use programming to solve science related problems before creating a report to summarise the work carried out and the findings made in the project. The physics project also required me to present my work with a partner to a group of undergraduates in and understandable way.
In addition to many presentations I have given on experimental work during university, in my third year one of my modules involved the study of the role of physics in society - covering its history, philosophy and politicisation. The majority of this was a group project to create a digital media resource for communicating ideas in physics. Ours focussed on the role physics in medicine; the central challenge was presenting rather complex ideas from nuclear, relativistic and quantum physics for the understanding of medical students. Successful communication with minimal cost to accuracy and detail was paramount, and I believe the final result was a success.
I consider these experiences, linked with my strong general scientific knowledge make me an effective science communicator for a multitude of subjects and levels of complexity; and relish the chance to share these skills with tutoring and highly value the experience that comes with it.
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About the lesson
- Primary
- Secondary
- Preparatory
- +5
levels :
Primary
Secondary
Preparatory
Technical Secondary School
Adult Education
Undergraduate
Masters
Doctorate
- English
All languages in which the lesson is available :
English
Maths teacher at Stockport.
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- 122AED
Pack prices
- 5h: 610AED
- 10h: 1220AED
online
- 108AED/h
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