I am a fully qualified, secondary mathematics teacher and examiner, currently working at one of the UK’s leading independent schools.

Find out more about Jake

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

  My passion for maths and science lead me to pursue a degree in biomedical neuroscience. I thoroughly enjoyed applying my maths and scientific knowledge to my final year research project titled "Can high carbonated drink consumption lead to urinary incontinence?" In the laboratory, I investigated the potential toxins present in such drinks, due to suspicion that additives, particularly artificial sweeteners, may be responsible for health complications. After my degree, I then completed my PGCE teaching qualification and have taught in a number of secondary schools across the West Midlands. I was given the opportunity to deliver engaging lessons in line with the departmental schemes of work and school policies. I am experienced in teaching students with challenging behaviour and Special Educational Needs (including Dyslexia, Autism, ADHD/ADD, EBD). I have also worked closely with our neighbouring primary schools to run booster sessions to year 5 and year 6 students in maths. Due to my wide ranging background in the subjects I teach, I can confidently bring all aspects of science and maths to real life in the classroom.

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

  I'm a strong advocate of teaching students the 'Big Ideas' of Science and Mathematics. This fosters conceptual and relational understanding, rather than instrumental skill. I enjoy conveying my passion for the subjects, by showing students the 'real life' applications of the the topics I teach. Some of which are a welcomed surprise to many. Being a secondary school teacher and private tutor, has confirmed my belief that teaching is one of the most challenging, demanding, sometimes exhausting but diverse and exciting careers there are.

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

  I had an incredible maths tutor, Mr Cork, who was able to help students form connections with the subject. He ensured students understood the concepts rather than just simply memorising the equations. He really believed in me and would always have patience and the ability to explain concepts in different ways until the topic 'clicked'. I strive to be this type of maths teacher now. I promote confidence in my students and show them that they can achieve with patience, perseverance and practice.

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

  Great teachers are invested in their students' success and go the extra mile to ensure each one understands the material. They may adjust their teaching strategies to reflect the learning styles of individual students or the class as a whole. Great teachers anticipate problems and plan accordingly. Good maths teachers also show their students why the material they're learning matters and how it can be useful in actual situations.

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

  Albert Einstein said famously to his young students "Do not worry about your difficulties in Mathematics. I can assure you mine are still greater." This was to reassure and encourage them to persevere despite their perceived difficulties. Mathematics requires patience and perseverance, not giving up and believing in yourself is so very important. Mathematical thinking takes time and practice to strengthen and develop. As a successful mathematics teacher, I provide students the correct balance of encouragement and challenge to build their problem solving and exam skills to be fully prepared for any question they may be faced with.

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

  I became a teacher, to nurture and cultivate a love of learning. In some ways, children are very much like plants. I believe the roots of a great classroom are created by strong relationships. I am passionate about teaching, in my current school I have loved seeing the change in pupils over the course of my teaching. Upon commencement of my role, students in my classes had mixed emotions about the subject and displayed sometimes challenging behaviour. With resilience and perseverance, I instil self-belief and confidence into the children I teach. These are catalysts, for achieving a climate for learning, whereby students feel safe and positive about their abilities. Seeing first hand, a student's aspiration and confidence increasing in the subject, is why I am passionate about what I do and make a difference.

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

  Completing my degree has allowed me to see first-hand, how mathematics makes many important contributions to Medical Science. In fact, mathematics is practically everywhere. From the probability of inheriting a gene, to the presence of mathematical sequences in art and nature, for example many flowers have a Fibonacci number of petals.
  
  I transfer my passion to the subjects I teach, by showing students the 'real world' applications of the topic being taught. This increases engagement, by calling on student's natural curiosity about the world around them. Often the examples I provide, come as a welcomed surprise to students, highlighting the importance of the subject. This is one of my many strategies for overcoming barriers and teaching exceptional lessons that encourage students to make links.

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

  One-to-One tutoring is the most effective way of helping students achieve their academic potential and I have a proven track record of students making significant improvements in a short time and securing the grades they deserve. Achieving success and promoting enjoyment, engagement and a genuine interest from students in the subjects I teach is why I am a superprof.