About

About Sharry

A PhD-qualified tutor who spent 15 years teaching at Durham University, now working one-to-one with students from KS3 to A Level.

I started tutoring while I was studying for my Master’s degree and found that I really enjoyed helping students who were struggling with their studies. After completing my PhD, I was offered a teaching position at Durham University, where I continued teaching and working with students at university level.

Since then, I’ve worked with students across Math’s , Physics, Chemistry and Biology, from KS3 through to GCSE and A Level. I have two first degrees, a Master’s degree and a PhD, but I don’t believe qualifications alone make someone a good tutor. Understanding a subject is one thing. Being able to explain it clearly, patiently and in a way that makes sense to the student is something you develop through experience.

Knowing a subject and being able to teach it are two different skills. It’s the second one that takes years.

What I enjoy most is helping students who have lost confidence. I’ve seen students who thought they weren’t good at Math’s go on to achieve grades they never expected. One student I began tutoring in Year 8 had very little confidence and disliked Math’s. We continued working together through GCSE and A Level, where she achieved an A* and an A before going on to study at Imperial College London.

For me, the best outcome isn’t simply a good exam result. It’s seeing a student become confident enough to tackle a question without immediately thinking they can’t do it. That’s what I try to help every student achieve.

Background and qualifications
  • PhD, University of DurhamFaculty of Science, 2000
  • MSc, University of Durham1995
  • BSc (Hons), The Open UniversityUpper Second Class, 2000
  • BA (Hons), The Open UniversityUpper Second Class, 1994

Qualifications

  • 15 years teachingLeading a course and tutoring small groups on others
  • Pure Maths
  • Mathematical Physics

How I teach

I start with the basics, because Maths builds up step by step and a gap early on affects everything above it. From there, lessons are led by the student. I ask what you’re struggling with at the moment, and that’s what we work on.

In a first lesson I’ll put you at ease by saying plainly that I’m not going to be judgemental, and that I don’t expect you to be able to answer the questions yet. We talk through which topics are causing difficulty rather than testing you on them.

My aim is to give as much help as needed at the start, then steadily less as the tuition progresses, until I’m only correcting minor mistakes. I know a student has succeeded when they need less and less help and can confidently tackle questions framed differently from the ones they’re used to.

What teaching at university taught me

Grades hide gaps

Students arriving at university had the grades to get there, but often didn't understand the basics underneath them. The same is true at GCSE and A Level, so that's where I start.

Applying beats memorising

Plenty of students could recite a method but couldn't use it in an unfamiliar context, like applying pure maths to a mechanics problem. Recognising a question matters as much as answering it.

Confidence comes first

A student who believes they can't do a question won't attempt it properly. Praise for the parts that are right, even when the final answer isn't, does more than correction alone.

What Parents and Students Say