Emma Harte | Emma's Maths Corner

About

Are you or do you know someone who struggles with maths? Perhaps a college student who is retaking their GCSE exam? A high-schooler who learns at a different pace from their classmates or who has missed lessons due to illness?

You don’t even need to struggle with maths to want a little extra support and get your grade up!

School doesn’t work all the time and for everyone. Most teachers are trying their best, but they can’t cater their lessons to every single student in their class. Sometimes in the hurry to cover everything on the syllabus, individuals are left behind.

Some lack concentration. Some suffer from maths anxiety. Some need a little longer to understand. Some lack key foundational maths skills. Some lack motivation and structure.

My lessons are not only tailored to each student in terms of their mathematical knowledge and ability, but their general learning needs.

A student needs shorter lessons? Done. A student needs regular breaks? Done. A student needs more reassurance? Done. A student needs to go back to the basics first? Done.

All students need a little kindness, empathy, and patience to succeed.

I don’t expect my students to fall in love with maths—sometimes they simply want to pass their exams and get it over with, and that’s okay.

I tutor in the way that I wish I was taught at school. I strive to create a judgement-free, supportive, and collaborative environment where my students feel comfortable enough to tell me when they don’t understand, have a question, or need more practice.

Students have access to:
- a record of their progress (this can help with motivation);
- their lesson plans (they’ll never be blindsided);
- my GCSE mathematics ‘cheatsheet’ (the basics for each topic on the syllabus in one place);
- all worksheets and resources used during lessons, including mark schemes (to revisit at any point); and
- homework worksheets (there’s always something to do!).

While lessons are personalised and tailored towards each student’s needs, my lessons typically follow the same general pattern:
1) Completion of a recap worksheet, curated to revisit previously taught and revised topics, so as to promote active recall and the solidification of previously acquired knowledge and abilities. Depending on the student’s proficiency and confidence level, this may be a guided or independent activity, or a mix of the two. Full solutions are always given.
2) A concise instructional segment, wherein I teach or review specific concepts, often with examples, mnemonics, and analogies to aid comprehension and retention.
3) Completion of a few GCSE-style questions on the topic, with guidance and support throughout. Full solutions are always given.

Students can have as little or as much control over their tutoring as they like. Some students may need comprehensive support and prefer that I plan our lessons accordingly, whereas some students will have a clear idea of areas where they need support and ask for lessons that target these specifically, and many students will be somewhere in the middle.

My students will never be made to feel as though they have to move on without having a strong proficiency in and confidence with the current topic. Topics are practised until the student is completely happy, and then the topic will be revisited more infrequently.

My students also benefit from a clear sense of progression. Each student possesses a personalised topic checklist or lesson schedule, wherein topics are methodically marked upon completion, providing a tangible indicator of their academic journey. I never want a student to feel out of touch with their own education!

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