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Anas Al abdi Maths teacher
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As a Mathematics teacher at an outstanding UK school, I have consistently empowered students to exceed their potential by creating engaging and accessible lessons that cater to a diverse range of abilities. My unique background as a mechanical engineer allows me to infuse lessons with practical, real-world applications, fostering deeper understanding and heightened student engagement. By connecting abstract mathematical concepts to tangible scenarios, I demystify the subject and ignite a passion for problem-solving.
My experience teaching Key Stage 3 has solidified my commitment to building strong foundational numeracy and algebraic skills. Through targeted diagnostic assessments and data-driven planning, I identify and address individual learning gaps, employing retrieval starter activities and functional contexts to solidify understanding. I prioritise student needs, fostering confidence through a varied and engaging curriculum that utilises investigations, rich activities, and real-life problem-solving to develop reasoning and communication skills.
At Key Stage 4, I have successfully guided borderline pass students to achieve their potential. I create authentic, accessible lessons, providing targeted support materials like knowledge organisers and step-by-step instructions. I believe in fostering a positive learning environment through consistent assessment, scaffolding, and positive reinforcement, evidenced by improved student attainment and positive feedback from mentors and school leaders alike.
Collaboration is central to my practice. I actively participate in departmental ‘Co-Planning’ sessions, sharing best practices, resources, and strategies to enhance student progress. I utilize data analysis to identify and address student needs through targeted intervention sessions and maintain open communication with safeguarding leads and parents/guardians.
My teacher training with Yorkshire & Humber Teacher Training (YHTT) instilled a commitment to ‘support and challenge,’ which I embody through differentiated instruction and the development of strong student relationships. I act as a learning advocate, incorporating learning technologies, diverse questioning strategies, and metacognitive techniques to foster independent and reflective learners. I understand that student success extends beyond the classroom and strive to provide holistic support.
My passion for teaching stems from my own journey as a student who once struggled with mathematics. I am dedicated to providing students with the same transformative learning experiences that empowered me.
I am eager to contribute to your school's mathematics department by sharing best practices, ensuring curriculum consistency, and tailoring education to meet the diverse needs of your students. I am committed to fostering strong foundational skills, raising attainment, and building positive relationships with students and parents/guardians.
My experience teaching Key Stage 3 has solidified my commitment to building strong foundational numeracy and algebraic skills. Through targeted diagnostic assessments and data-driven planning, I identify and address individual learning gaps, employing retrieval starter activities and functional contexts to solidify understanding. I prioritise student needs, fostering confidence through a varied and engaging curriculum that utilises investigations, rich activities, and real-life problem-solving to develop reasoning and communication skills.
At Key Stage 4, I have successfully guided borderline pass students to achieve their potential. I create authentic, accessible lessons, providing targeted support materials like knowledge organisers and step-by-step instructions. I believe in fostering a positive learning environment through consistent assessment, scaffolding, and positive reinforcement, evidenced by improved student attainment and positive feedback from mentors and school leaders alike.
Collaboration is central to my practice. I actively participate in departmental ‘Co-Planning’ sessions, sharing best practices, resources, and strategies to enhance student progress. I utilize data analysis to identify and address student needs through targeted intervention sessions and maintain open communication with safeguarding leads and parents/guardians.
My teacher training with Yorkshire & Humber Teacher Training (YHTT) instilled a commitment to ‘support and challenge,’ which I embody through differentiated instruction and the development of strong student relationships. I act as a learning advocate, incorporating learning technologies, diverse questioning strategies, and metacognitive techniques to foster independent and reflective learners. I understand that student success extends beyond the classroom and strive to provide holistic support.
My passion for teaching stems from my own journey as a student who once struggled with mathematics. I am dedicated to providing students with the same transformative learning experiences that empowered me.
I am eager to contribute to your school's mathematics department by sharing best practices, ensuring curriculum consistency, and tailoring education to meet the diverse needs of your students. I am committed to fostering strong foundational skills, raising attainment, and building positive relationships with students and parents/guardians.
Subjects
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English & Literature Beginner-Expert
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Math (A-level)
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Math (12th)
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Math & Reasoning for Competitive Exams Beginner-Expert
Experience
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Maths teacher (Jan, 2023–Present) at Chapel-en-le-frith
Education
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PGCE (Sep, 2021–Jul, 2022) from The university of Hull UK
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Mechanical engineering (Sep, 2018–Jul, 2020) from Manchester Metropolitan university
Fee details
£25–40/hour (US$33.78–54.05/hour)
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Manchester, UK
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Can travel:
No
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- Last login: Aug 12, 2025
- Registered: Mar 29, 2025
- Total Teaching exp: 5.0 yrs.
- Teaches online: Yes
- Online Teaching exp: 2.0 yrs.
- Teaches at student's home: No
- Homework Help: Yes
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Gender: Male
- Works as: Individual teacher
- Speaks: Arabic, English
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Fee:£25–40/hour(USD 33.78–54.05/hour)
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