Career History

In my 4th year of University, I was selected by department faculty (on the basis of strong academic performance) to supervise five first-year Mathematics & Physics undergraduates, supporting them both academically and pastorally in the transition to the high demand of university mathematics.
This role carried a high expectation of building strong personal rapport through weekly seminars, to improve technical rigour and fluency through collaborative problem-solving.

I structured each session individually to develop mathematical confidence (through interactive team activities and instructional teaching), whilst being representative of the differences in individual abilities.
Furthermore, I directed formal marking of supervisee assignments for many core modules, providing instructive and personalised feedback that prioritised not just mathematical correctness, but the clarity and elegance of solutions.

On top of core requirements, I went above and beyond in establishing strong academic prowess - creating & sharing open-source revision resources, and rigorously marking optional extension work to stretch curious students.
This excitement carried naturally into my seminars, where I regularly invented my own questions and illustrations as learning tools, widening the cohort's mathematical scope whilst providing 'lightbulb' moments for abstract concepts.
I also served as a reliable pastoral mentor, identifying academic bottlenecks and coordinating with module leaders to ensure complete yet confidential student support.

In my 2nd and 3rd years of University, I was involved with the Physics Department as a Student Ambassador for prospective students (consisting predominantly of 16-18-year-olds).
My volunteering included a series of Live Chat events (between prospective students and a team of fellow ambassadors), Q&A panels at University Open Days and Offer Holder Days, and regular Department Tours, with the aim of providing students with a friendly, exciting, and interactive insight into life at university.

With this role came experience via communication & training workshops, along with an expectation of excellent interpersonal skills and building a positive rapport with young adults and their parents.

For the 2021-22 academic year, I tutored Year 11 students in Maths, English, and Science, helping them prepare for their GCSE exams. Each week, we tackled areas they found difficult, re-exploring them in ways they found engaging and informative.
To accelerate my internal progress into becoming an effective, approachable tutor, I focussed my efforts on developing learning strategies for weaker students specifically, giving me a strong insight into tackling 'maths anxiety', and providing inspirational 'lightbulb' moments: seeing a tutee's excitement as they grasped these (previously foreign) topics motivated me to go above and beyond to ensure that student's success - creating personalised revision plans in my free time, and making regular progress check-ups.
This role was deeply fulfilling to me, and significantly sharpened my interpersonal communication and patience.

In the summer of 2025, I worked with students of diverse abilities under a teacher training placement, challenging me to re-frame my approach to explaining topics in such a way to engage each class.
Demonstrating my confidence and eagerness to learn, I was asked to lead a full A-level Maths lesson independently, for which I made an exciting yet informative lesson plan on series convergence (extending the pre-existing spec to introduce Ramanujan summation and Zeno's paradoxes). The level of student engagement I received from this lesson exceeded my high expectations, reinforcing my ideals of inspiring students via creative teaching.
I spent a large amount of the experience taking notes and seeking feedback from experienced teachers, constantly reflecting on their methods and unique styles, then channelling this back into my own teaching mindset. This experience was instrumental in building my confidence and resilience in a classroom setting, paving the way for future opportunities.

The core belief of Whittakers is to ensure that every customer who enters the store is greeted and thoroughly cared for; upon being hired in June 2023, I strived to go above & beyond to hit this target.
Working during the peak of summer, I rapidly adapted to a high-intensity environment, maintaining a level of professionalism and confidence as I communicated with parents & kids alike, and inferred what uniform they needed.

In my second year of working, I expanded my responsibilities to encompass till operations, database operations, online order management, and onboarding of new employees, becoming an indispensable staff member in the process.

With nothing but a small portion of the school budget, I founded a school chess club, and (over the next year) grew it into a weekly event that regularly drew in 70+ young people.
During this process, I hired volunteers to help organise the club, spent time each week planning & setting up for each session, and gave students one-on-one (or group) support, where I taught them how to develop their chess ability.

The club represents a concrete legacy at Beckfoot School: since I left for university, the club has continued to grow and expand, with the core infrastructure I founded giving way to new and exciting opportunities.
For example, in February 2023, I took initiative over our finances to purchase the resources necessary (eg: chess clocks) to establish and run a tournament structure. In recent years, this format and equipment have been used to host regional tournaments, giving members the opportunity to represent their school by playing chess!

This task required immense organisation & confidence, along with a constant positive attitude and adaptability.