Mathematics and Physics tutorials with mentoring to enhance students’ lives
We encourage students to make the study of physics phenomena much more interesting than the usual, unimaginative exam questions.
For instance, the reflection of waves can be described with examples from everyday life—such as walking the dog by the Thames in the autumn (left)—that also help us to elevate our spirit by appreciating nature.
Curiosity and imagination enhance learning, and are as essential in life as problem-solving skills.
It took great ingenuity and hard teamwork to the ancient Egyptians to build pyramids and complete them by placing the uppermost stone, the pyramidion. Perhaps they even taught Pythagoras about the square tool they were using, and he generalised the idea into his theorem.
To develop problem-solving skills, I encourage students to follow four steps:
1) analyse the problem to understand it as much as possible, immersing in it,
2) plan how to solve the problem by applying knowledge acquired in the tutorials,
3) develop clear workings, apply formulas, substitute by data, solve equations, and
4) arrive at the correct answer after following correctly the “thinking” steps 1 and 2,
whilst avoiding mistakes in step 3, and check, at least, whether the answer makes sense.
Step 4 would be equivalent to placing the pyramidion, giving students a positive sense of accomplishment in school work and exams, and a confidence boost in their development.
How it works
At Pyramidion, tutoring is the structure and mentorship is the underlying purpose, where students may learn, feel engaged and develop creativity.
All develops around the online maths and physics tutorials, with mentoring as a complement focused on understanding and dealing with academic anxiety.
I am an independent tutor who endeavours to integrate wisdom and empathy through mentorship in maths and physics tutorials, knowing that what parents want most for their children is that they are genuinely happy 🙂 from doing meaningful and fulfilling activities.
Tutoring with mentoring to me is about being human and making a difference in the life of another person. Maths and physics are the means I use to convey that difference. It may be from a small gesture to make an anxious pupil smile, up to convincing a student that life on this beautiful planet is a great experience.
Since early 2019, I have been intensively dedicated to understanding anxiety in students, learning through direct experience and information research. From the experience of having encountered and helped students with academic anxiety, it is my onus to remain alert to detect signs that I would now recognise, and keep helping students who feel anxiety. You may read more about mentorship in this article.
The testimonials I include in these pages are relevant because they express how important it is to students and parents that progress in education is achieved, by assimilating new knowledge and skills. This is largely possible through hard work and dedication. All students have been great, each in their own way. 🙂
My upmost priority is to help students with no-nonsense commission-free tutoring complemented with mentoring. There is no charge for mentoring per se, and I always go the extra mile in that direction. Hourly fees may be reduced to make tutorials accessible, e.g. in maths functional skills for apprenticeships and employment. I keep the number of students low to maximise the quality of the tutorials, try to reduce fees as much as possible, and never try to profit from students with mental health issues.
“I learn more Physics with you in one hour than I learn at school in one year.” (IGCSE and Pre-U Maths and Physics online student, Winchester College, 2015-2019)
“My daughter really enjoyed the lesson, especially learning concepts and first principles, unlike the school lessons.” (Mother of IGCSE online student, St. Paul’s Girls’ School, UK, 2020)
“We are extremely grateful for your dedication as a tutor, for the high-quality lessons you have always delivered, for all the students’ lives you have enhanced through your work and for your many years of service.” (2019)
Will Orr-Ewing, Founder and Director
“We feel you’re an invaluable tutor for us to represent and we hope that will remain the case for a long time.” (2019)
Josh Pull, Director
“Online tutor supremo.” (2016)
Ed Richardson, Director of Education
Keystone Tutors, London
“We really cannot thank you enough for your care and contributions to our child’s academic and mental well-being.” (parents of A-level Maths and Physics online student, UK, 2019)
“I want to thank you for everything you did for me this year, your mentoring and support were crucial for me in so many ways.” (Maths online student, TASIS, Switzerland, 2020)
Maths & Physics for 11+ to 16+, CE & Scholarship, I/GCSE, A-Level, Pre-U, IB Program, Uni-PAT, USA-SAT
Problem-solving skills—Thinking skills—Maths functional skills for apprenticeships and employment