Former Head of Mathematics with a 1st class Maths degree, six years classroom teaching experience and over 15 years of tuition. QTS, PGCE, BSc.(1st class), MA (distinction). All 5 star student reviews

Find out 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 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 15 years of classroom teaching and leadership roles, I have continued tutoring because I value the opportunity to make a direct and lasting impact on students’ confidence and progress. That remains one of the aspects 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 idea has come from – before getting them to 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 or getting answers quickly. 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 were 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 misunderstanding are likely to hold people up, because I’ve seen it before and travelled the road many times, but 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. I can think of specific students in that camp, but it isn’t usually a single moment. It is what occurs because of repeated successes 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 understood something once. Because Maths is cumulative, later topics frequently depend on secure understanding of earlier ones, and it can be frustrating when students 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 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 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 tricks which can transform complex equations, differentials etc. 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, and I usually have a strong sense of which 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.