Verified Tutor
What do I enjoy most about tutoring? 😁
Working with students who are willing to learn, and seeing the moment a concept finally clicks for them.My Strengths as Tutor 💪
Explaining concepts clearly and in more than one way. I'm calm, patient, build good rapport, and can identify where student's misunderstanding lies.Most important things I can do for a student 🏅
Build confidence alongside understanding, and create a supportive environment where students feel safe to make mistakes and learn from them.Tutoring students in 👦 👧
- year 7
- year 8
- year 9
- year 10
- year 11
About Jackson
University-Trained Maths Teacher with Real Classroom Experience
Jackson is currently undertaking his last year in Bachelor's of Secondary Education majoring in Mathematics, so he's trained not only in maths, but in how to teach it. Through his classroom placements, he has taught full units to real classes across a range of topics and year levels, and learned how to break down the concepts students find hardest.
Calm and Encouraging Tutor
Jackson believes that anyone can succeed with the right support. He starts by finding out exactly where each student is at, then builds their skills and confidence step by step from there. His sessions are relaxed and judgement-free. Students are encouraged to ask questions, make mistakes, and talk through their thinking without pressure.
Inclusive and Adaptable Teaching
Jackson has taught students with a wide range of learning needs, including ADHD, hearing impairments, and varying levels of confidence. He understands that no two students learn the same way. Jackson adapts his pace, explanations, and materials to suit each individual, checking understanding as he goes rather than assuming a student is keeping up.
Recent Tutoring Comments:
The student demonstrates an emerging conceptual understanding of fractions as parts of a whole and can identify the number of equal parts within a shape. He ...
The student demonstrates an emerging conceptual understanding of fractions as parts of a whole and can identify the number of equal parts within a shape. He responds well to visual and hands-on learning approaches, which noticeably improve his engagement and comprehension. He is familiar with the term “half” and, with teacher modelling, began to show an early understanding of how fractions are represented in written form.
- Multiplication and grouping: The student has not yet developed fluency with basic times tables or the concept of equal groups. As this underpins fraction work, it is the highest priority. - Fraction vocabulary: Familiarity with terms beyond “half,” such as “quarter,” needs to be developed. - Fraction notation: The student’s understanding of the numerator and denominator is at an early stage and requires consistent reinforcement. - Learning stamina: The student showed signs of fatigue towards the end of the session, which may have limited how well later content was retained.
The student willingly takes on challenging problems and solves them correctly in most cases.
The student willingly takes on challenging problems and solves them correctly in most cases.
The student working is correct but sometimes more time-consuming than needed. Seeking out more efficient methods would help him work faster.
The student worked well and completed questions correctly in a timely manner. Overall, his calculus skills are excellent
The student worked well and completed questions correctly in a timely manner. Overall, his calculus skills are excellent
When factorising a quadratic, if the leading term is negative, factor out the negative sign first so it becomes positive.
The student was able to identify the constraints of the investigation and use the knowledge to construct equations correctly
The student was able to identify the constraints of the investigation and use the knowledge to construct equations correctly
Sometimes struggles to identify which variable to isolate or solve for.