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Hamish
- Rate RM55
- Response 20h
-
Students6
Number of students accompanied by Hamish since their arrival at Superprof
Number of students accompanied by Hamish since their arrival at Superprof
RM55/h
See Maths tutors
This tutor is currently unavailable
- Maths
- Physics
- Statistics
- Further Maths
A*A*A*A college alumnus with fresh memories of revising for exams. As a tutor I am patient and adaptable, but thorough. I teach Maths, Further Maths, Physics, and Computer Science.
- Maths
- Physics
- Statistics
- Further Maths
Lesson location
About Hamish
Qualifications:
A-levels:
Maths (A*)
Further Maths (A*) (Mechanics, Statistics, Extra Pure)
Physics (A)
Computer Science (A*):
My NEA (A*) was a graphing calculator for complex functions on the complex plane.
EPQ (A*):
A simulator for 3D molecular structure.
DBS Checked
I was always the kid who, from an outsider's perspective, aced everything without breaking a sweat, and then called the questions easy. Behind the scenes, I spent much of my free time reading ahead and toying with concepts until I understood them thoroughly. I never regurgitated information unless I absolutely had to - instead, my notebooks were very sparse, and no facts were written that weren't explained.
I've seen too many pupils miss grades not because of their intelligence, but a variety of factors: anxiety, stress, time management, incompatible teachers, self-esteem, or other external problems. On the other side of the spectrum, I've seen highly intelligent students getting As instead of A*s because they weren't stretched enough during lessons, and couldn't solve the harder questions as fluently. I will do my best to respond to a client's needs and tailor a lesson structure to them.
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About the lesson
- SPM
- Form 6
- STPM
levels :
SPM
Form 6
STPM
- English
All languages in which the lesson is available :
English
Target Audience:
GCSE/A-Level students of Maths, Further Maths, Physics or Computer Science
Teaching Style:
1:1 lessons
I have worked to research & develop my learning style throughout my time in school, and I hope to influence the learning style of whom I'm teaching.
Throughout my lessons, I will promote recall rather than recognition, as both go hand in hand, but recall is what you will be doing more of in an exam.
The brain will memorise information that it deems more relevant, so the best way to get a student to retain knowledge is by applying context to it. I will try to embed my explanations into relevant situations, giving examples and metaphors.
I will frequently ask questions so that the pupil can come as close as possible to figuring out the content themselves. I do this because it is proven that engaging with, thoroughly understanding and testing for information significantly increases recall, and because it is an effective way to diagnose misunderstandings. To this affect, I will also begin every lesson with a recap of the last.
If a pupil does not understand an explanation, I will not just repeat it louder; instead, I will try to clarify or explain it in a different way.
I will also try to link different concepts together to improve recall. The new A-Level has been designed to facilitate this in light of the Hebbian learning rule: 'neurons that fire together, wire together'.
For skills I will use short-burst exercises, and I will only explain how to do something to the extent that the pupil cannot do it on their own. It is proven that the most effective ways of retaining ideas are to explain them and to practice using them.
I encourage pupils to argue with me about concepts if they disagree, as I find this another efficient way to diagnose misunderstandings.
Long Term:
I will run through each learning objective of the exam board specification, ensuring complete understanding, as this will not only strengthen recall, but it will make problems easier to solve.
Lesson Timings:
I will try to keep lessons to an hour, but I am happy to go on for up to a whole afternoon if that is agreed upon.
I will give prior notice if I am to become unavailable for any period of time. I will normally be available between 9am-2pm and 3pm-7pm, but I am willing to work outside of those hours with prior notice.
References:
Bransford, J.D. & Johnson, M.K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11, 717-726.
Braun, E.K., Wimmer, G.E. & Shohamy, D. Retroactive and graded prioritization of memory by reward. Nat Commun 9, 4886 (2018). (concealed information)
Craik, F.I.M. & Tulving, E. (1975). Depth of processing and retention of words in episodic memory. Journal of Experimental Psychology: General, 104, 268-294.
Mäntylä, T. (1986). Optimizing cue effectiveness: Recall of 500 and 600 incidentally learned words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 12, 66–71.
Nickerson, R. & Adams, M. (1979). Long-term memory for a common object. Cognitive Psychology, 11, 287-307.
Owens MT, Tanner KD. Teaching as Brain Changing: Exploring Connections between Neuroscience and Innovative Teaching. CBE Life Sci Educ. 2017 Summer;16(2):fe2. doi: 10.1187/cbe.17-01-0005. PMID: (concealed information); PMCID: PMC5459260.
Roediger, H.L. & Karpicke, J.D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249-255.
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Rates
Rate
- RM55
Pack rates
- 5h: RM243
- 10h: RM426
Travel
- + RM8
online
- RM55/h
Details
First video call free to discuss what you need and how I can help.
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