Verified Tutor
What do I enjoy most about tutoring? 😁
I like the prospect of keeping my mind sharp by revising the logic of old concepts.My Strengths as Tutor 💪
I think my strengths as a tutor would be identifying key aspects of processes and methods, and relaying these back to the student.Most important things I can do for a student 🏅
I think the most important things a tutor can do for a student are to impart a confidence in the students ability to study and apply knowledge, and to guide them toward understanding the important concepts of the subjects they choose.Tutoring students in 👦 👧
- year 9
- year 10
- year 11
- year 12
About Matthew
Strong Academic Background in Mathematics and Physics
Matthew recently completed Year 12 with distinction, excelling particularly in mathematics and physics. He achieved a top-of-the-cohort achievement for ATAR Physics, showcasing his deep understanding of complex concepts. His academic success underscores his capability to tutor students effectively in maths, ensuring they grasp the fundamentals while also being prepared for more advanced topics.
Effective Communication and Versatile Skill Set
This tutor''s experience playing in senior concert bands and competing in state-level Philosothons highlights his strong communication skills and ability to work well with others. Additionally, he is adept at quickly assessing tasks and developing necessary skill sets. These attributes are essential for creating an engaging learning environment where students feel comfortable and supported.
Engaging Personality with Real-World Experience
Beyond academics, Matthew has actively participated in team sports like basketball, demonstrating leadership and teamwork qualities as part of a championship-winning team. His varied experiences, including casual work shifts that require interaction with diverse groups of people, reflect his adaptability and personable nature—key traits that make him relatable to students and effective as a tutor.
Recent Tutoring Comments:
Emily was able to ultimately see the link between simplifying fractions and converting them to any form through multiplication. Emily took especially well to ...
Emily was able to ultimately see the link between simplifying fractions and converting them to any form through multiplication. Emily took especially well to simplification. Emily was able to multiply whole numbers by fractions in the end and use the link between whole numbers and fractions in this course.
Emily struggles with quick division for numbers with three digits. Emily was sometimes confused by the link between fractions and division.
Emily was able to take well to addition of decimals when she was told to use long addition, and took to long subtraction of decimals when she remembered to set up ...
Emily was able to take well to addition of decimals when she was told to use long addition, and took to long subtraction of decimals when she remembered to set up the operations right. Overall seems to understand the fundamental concept of decimals better.
Emily sometimes forgot which rules to use when doing long subtraction of decimals, and needed reminding. Her handwriting leaves something to be desired.
Sophie seemed to understand the basic concepts of inequalities and linear equations, became better at rearranging and substituting values into equations as the ...
Sophie seemed to understand the basic concepts of inequalities and linear equations, became better at rearranging and substituting values into equations as the session went on, could rearrange questions fine when only multiplication and addition were involved.
Sophie seems staunchly confused at the processes meant to solve inequality and linear equation problems. She particularly failed to understand how to rearrange equations involving fractions (that she ought to simply use multiplication as a reversal of division). She failed to realise how to correctly orient and colour in inequality diagrams on a few occasions. She struggled to correctly substitute terms into linear equations, and on a few occasions would rearrange them with the wrong operations. Overall, her algerba understanding is poor, and this must be improved to an intuitive understanding going forward.
Emily was able to somewhat recall the method of the long division on her own, and by the end of the session with enough practice runs she was able to independantly ...
Emily was able to somewhat recall the method of the long division on her own, and by the end of the session with enough practice runs she was able to independantly use the long division subtraction method.
Emily initialy struggle with what to do with the subtraction method, specifically when no more large subtractions could be made and subtraction of discrete numerator multiples had to be made. Emily struggles in general with multiplication/division of larger (beyond times tables) numbers.