designed for 🙂 students, not for small devices
I encourage students to make the study of physics phenomena much more interesting and related to real life, than the usual contents of school lessons. For instance, the reflection and interaction of waves can be observed and described with everyday life examples, such as walking the dog by the Thames, where waves are reflected at the river’s banks, that also help us to elevate our spirit by appreciating nature—and craftsmanship, in a slipper launch!
In maths, I stimulate the development of abstract reasoning in algebra, geometry, calculus, and statistics and probability, as the ability to make sense of non-language-based information, that is needed in so many aspects of life, and allows us to study, for instance, the waves that we observe in nature.
It took great ingenuity and hard teamwork to the ancient Egyptians to build pyramids and complete them by placing the uppermost stone—the pyramidion. They taught about the square tool they were using to calculate the maximum ramp angle to a visitor—Pythagoras—who generalised the idea into a theorem.
To develop problem-solving skills, I encourage students to follow four steps:
1) analyse the problem to gain a deep understanding, immersing themselves 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 checking 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
Prof. Barnaby Lenon CBE, Chairman of the Independent Schools Council (ISC) acknowledged that the relationship between exam results and success in life is “not as strong as people once thought” and that “with the growing number of problems with pupil mental health, if you ask parents what they want most for their children, the first thing they will say is not results. It’s that they are happy, make good friends, are safe and secure”.
At Pyramidion, online tutoring is the framework and mentorship is the foundation, so that students can learn and progress towards their goals.
As an independent tutor, I endeavour 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 learning and doing meaningful and fulfilling activities, and lead psychologically rich lives.
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, to helping a young student see that our experience on this planet is worthwhile.
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 responsibility to be alert to detect signs that I would now recognise, and keep helping students to mitigate their 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.
“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)