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Information About Stephen:

Personal Description:

I, Stephen, am a very experienced and highly successful Senior School Mathematics and ICT teacher, with almost 20 years of classroom teaching experience (+ 2.5 further years tutoring face-to-face and online) , and I am very interested in the possibility of helping you to fulfil your true mathematical potential. I have extensive Mathematics teaching experience across a broad range of grade levels, abilities, language levels and curricula.

I am currently splitting my time between offering private lessons and writing a new mathematics textbook.

Teaching Experience:

Aug 2019. International Baccalaureate Online Private Tutor in Mathematics (Analysis and
to present: Approaches / Applications and Interpretation, HL and SL) + IGCSE/GCSE Mathematics
Online (with students from around the globe)

Jan 2019 International Baccalaureate Teacher in Mathematics (Higher Level)
to 2019: and IGCSE Mathematics Teacher,
Australian International School, Ho Chi Minh City, Vietnam (6 months)

Aug 2016 International Baccalaureate Teacher in Mathematics (Higher Level),
to 2018: IGCSE Mathematics Teacher and IBDP Extended Essay Coordinator,
Australian International School, Ho Chi Minh City, Vietnam

Aug 2015 International Baccalaureate Teacher in Mathematics (Standard Level),
to 2016: IB MYP Teacher of Digital Design and IBDP Extended Essay Coordinator,
Branksome Hall Asia (BHA), Jeju South Korea

Sept 2013. Head of Mathematics Department and International Baccalaureate Teacher
to 2015: of Mathematics (Higher Level).
Shanghai Singapore International School, (SSIS), Shanghai, China

Sept. 2010. International Baccalaureate Teacher in Mathematics (Higher Level, Standard
to 2013: Level and Further Mathematics). Also a Grade 11 advisor during the 2012 to 2013 academic year.
Southbank International School, London, England.

Sept. 2007 International Baccalaureate Teacher of Mathematics (Higher Level, Standard
to 2010: Level and Mathematical Studies).
International Baccalaureate Teacher in Information Technology in a Global Society (ITGS),
Higher and Standard Level.
Head of Technology Department, responsible for school-wide introduction of Smartboard technology; developing a
strategy to integrate IT into the general school curriculum; introduction of distance learning courses; introduction of an
online homework site; and training existing faculty to fully utilize available IT resources. International School of Athens
(I.S.A.), formerly T.A.S.I.S. Athens, Greece.

Sept. 2005 Head of Mathematics Department and International Baccalaureate Teacher of
to 2007: Mathematics (Higher Level, Standard Level and Mathematical Studies).
I.M. Panagiotopoulos School, Athens, Greece.

Sept. 2003 Head of Technology Department at the American Community Schools of Athens, to
to 2005 Athens, Greece.

Sept. 2002 International Baccalaureate Teacher in Computer Science (C++ and Java)
to 2005: Higher and Standard Level, at the American Community Schools of Athens, Greece.
Other courses taught:
- Web Design (in HTML)
- Computer Programming in Java, C++ and Visual Basic

Tutoring Approach:

My fundamental guiding educational philosophy is best summarised by the principles of Integrity, Transparency and Consistency, and it is my absolute belief that the student must form the centre of any educational policy. To this end my educational philosophy (C.A.R.E.) can be encapsulated by the following four key characteristics:

• Celebrate mistakes as learning opportunities, as the only true mistake is when one learns nothing from the experience.
• Appreciate the differences in my students, since everyone has a unique viewpoint and skill set with which they experience life.
• Relay authentic and meaningful feedback that allows students to critically reflect on their understanding
• Evaluate my own teaching performance on a continual basis, in terms of both encouraging student engagement with the content material, as well as offering a supportive, safe learning environment with strong pastoral care.

The freedom to view mistakes as valuable and positive learning experiences greatly enhances the student ownership of the education process as well as the depth and breadth of knowledge created. One successful way in which this can be accomplished is by involving the students in the process of co-constructing the success criteria with them, before course or content material is taught and assessed.

I believe that every student has access to a unique perspective and skill set that they can employ when attempting to solve new problems, in unfamiliar situations. To this end I actively encourage each student to 'attack' a given problem from his or her own individual start point and once they reach an apparent barrier, they are encouraged to communicate with their peers and share their perspectives. This helps students to develop their social, communication and negotiation skills. It also simultaneously improves their confidence and ability to manipulate complex mathematical/logical arguments. At the conclusion of the process each student should complete a self-reflection on both the meaningfulness and precision of the process undertaken as well as the results obtained. When completed on a regular basis this will furnish the students with a better appreciation and understanding of the material covered, as well as a greater level of engagement with the learning process.

The concepts of feedback and evaluation are two of the most overlooked areas in education. Students need to be aware of the expectations surrounding information collection and filtering. This involves all stages of the process that converts raw data, via information, into knowledge. This includes developing Internet literacy, skills to ascertain and evaluate the usefulness and quality of web-based resources, questioning the theoretical and practical basis of facts given in class, the ideas and suggestions of their peers, and ultimately, questioning and understanding their own ideas and beliefs. Diagnostic, formative and summative assessments all have a vital role to play in accomplishing this objective.

In conclusion, it is essential that an emotionally and physically safe learning environment be created so that students have the freedom and necessary support to become genuine academic "risk-takers". By facilitating this nurturing atmosphere, we empower students to take control of their learning. To this end, it is crucial that students and teachers show perseverance and resilience, by not giving up, but instead have the courage to explore and question the assumptions and processes that have led them to the current situation. It is often the case that a process of learning, unlearning and relearning needs to be adopted.

Qualifications:

• University of Leeds, two (2) year MA entitled
• University of Kent at Canterbury, BSc (Hons) in Pure Mathematics. Grade: 1st Class. Awarded Tony Large Memorial Prize for outstanding achievement in Mathematics. Awarded IMA (Institute of Mathematics and its Applications) Prize for mathematical excellence

Further Information:

Availability:	Weekends / Weekdays (all times)
Types of Tutoring:	Travels to you / Online
References Supplied?	Yes