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Since September 2026
Instructor since September 2026
Oxford PhD teaches Maths, Computer Science and French to GCSE, A-level and undergraduate students
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From 232 C$ /h
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I studied Mathematics at the University of Oxford (Balliol College). I offer online private lessons in Mathematics, Computer Science and French.

For high-school students:
- Grades & understanding. For students who want to improve their results and deepen their grasp of their lecture notes, I offer tuition in Mathematics and French. I help students build the mathematical rigour they need to progress — turning ambiguous, complex notions into ideas they genuinely understand and can reason about with confidence.
- Oxbridge entrance preparation. Focused coaching for Oxford and Cambridge admissions tests and interviews in Mathematics. I have served as an interviewer in Mathematics at Hertford College and Balliol College, Oxford, so I know first-hand what the examiners are looking for.

For undergraduate students
- University-level lectures in Mathematics, Statistics and Machine Learning (from classical machine learning through to modern deep learning techniques).
Location
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At teacher's location :
  • Angel, London, UK
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Online from United Kingdom
About Me
Hello, I'm Juba. I studied at Lycée Henri-IV in Paris, where I obtained my baccalauréat in sciences, specialised in Mathematics, with Mention Très Bien (with Highest Honours). I then completed the intensive Classes Préparatoires (Maths Sup / Maths Spé) at Lycée Saint-Louis, Paris, to prepare for the competitive admission exams to the French Grandes Écoles.

I went on to Télécom ParisTech, studying Computer Science and Machine Learning, where I earned the Diplôme d'Ingénieur Grande École (BSc in Mathematics and Master of Engineering). I then enrolled at the University of Oxford, where I obtained a Master of Science in Statistics followed by a DPhil (PhD) in Statistics at Balliol College.

Since then, I have been working in industry as a Research Scientist in Artificial Intelligence (AI).
Education
MEng Grande Ecole Telecom ParisTech
MSc in Statistics, St Cross College, University of Oxford
PhD (DPhil) in Mathmeatics, Balliol College, University of Oxford
Experience / Qualifications
- Tutor at the University of Oxford
- Oxford admission interviews in Mathematics
- Research Scientist in Artificial Intelligence
Age
Children (7-12 years old)
Teenagers (13-17 years old)
Adults (18-64 years old)
Seniors (65+ years old)
Student level
Beginner
Intermediate
Advanced
Duration
60 minutes
The class is taught in
English
French
Skills
French for adults
School
Availability of a typical week
(GMT -04:00)
New York
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At teacher's location and via webcam
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
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Imogen
I achieved 9s at GCSE in Maths, English Language, and English Literature. I also took Maths and English at A-level, and achieved A*s. I have tutored GCSE students in these subjects in the past, and I taught English to students in Burkina Faso. I also currently volunteer with children aged 11-15 at a charity called the 'Ministry of Stories' to develop children's writing abilities.

On a personal level, as someone who was relatively recently in senior school (I am in my early 20s), and with two younger brothers who are at GCSE and A-level respectively, I want to use my up-to-date knowledge of the education system to help young people do well!

I adapt all lessons plans to the student’s individual needs. Upon first meeting a student/their parent, we discuss the aims they want to achieve within the number of agreed lessons; e.g. whether there is a particular topic they wish to focus on, or if they would like to practise the subject more broadly. I formulate a potential lesson plan which I email to the student/their parent. After receiving feedback and comments, we agree on a final plan together. This is the approach I used in past tutoring jobs, and I have found it to be very successful.

Due to my past tutoring experience with GCSE students, I am familiar with the current GCSE curriculum for Maths and English, for the AQA, Edexcel, and OCR exam boards. I use a combination of textbooks, extra material issued by the exam board, and past papers to teach students. I mark all their work according to the marking criteria issued by the exam board. I am also happy to go over a student’s class notes with them, if they are struggling to understand what the teacher has said. According to the student/parent preferences, I can set homework, which I mark before lessons and explain to the student during the lesson.

In my approach to Maths, I aim to ensure the student fully understands the rationale of each mathematical step, rather than merely memorising the solutions to answers without understanding the logic behind them.

During English classes, I will discuss texts and practise exercises with students orally and mark their written work, Also, I use my own tasks to improve students’ writing and analysis. For example, if students are often getting ‘stuck’ when faced with a text for the first time, I practise a list of key ‘trigger questions’ with them. (For instance: what is your instinctive emotional response to this text? Are there any specific sentences you think trigger this reaction in you? From the list of classic techniques authors use, like similes, extended metaphors, hyperbole, and oxymorons, are any used here? What is their effect? Are any of the themes we have identified in the rest of the book here?) To improve the students' writing abilities, I use techniques like encouraging students to produce ‘essay plans’ for me during lessons. They bullet point their ideas within ten minutes, and then we mark them together. This improves students’ structure, as they can more easily see the overall cohesion of their argument than if they were to write it out in full. It also helps students practise thinking on their feet. These are just two examples of techniques I use. Like lesson plans, I adapt the technique to the student, depending on what works best for them.
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Similar classes
arrow icon previousarrow icon next
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Imogen
I achieved 9s at GCSE in Maths, English Language, and English Literature. I also took Maths and English at A-level, and achieved A*s. I have tutored GCSE students in these subjects in the past, and I taught English to students in Burkina Faso. I also currently volunteer with children aged 11-15 at a charity called the 'Ministry of Stories' to develop children's writing abilities.

On a personal level, as someone who was relatively recently in senior school (I am in my early 20s), and with two younger brothers who are at GCSE and A-level respectively, I want to use my up-to-date knowledge of the education system to help young people do well!

I adapt all lessons plans to the student’s individual needs. Upon first meeting a student/their parent, we discuss the aims they want to achieve within the number of agreed lessons; e.g. whether there is a particular topic they wish to focus on, or if they would like to practise the subject more broadly. I formulate a potential lesson plan which I email to the student/their parent. After receiving feedback and comments, we agree on a final plan together. This is the approach I used in past tutoring jobs, and I have found it to be very successful.

Due to my past tutoring experience with GCSE students, I am familiar with the current GCSE curriculum for Maths and English, for the AQA, Edexcel, and OCR exam boards. I use a combination of textbooks, extra material issued by the exam board, and past papers to teach students. I mark all their work according to the marking criteria issued by the exam board. I am also happy to go over a student’s class notes with them, if they are struggling to understand what the teacher has said. According to the student/parent preferences, I can set homework, which I mark before lessons and explain to the student during the lesson.

In my approach to Maths, I aim to ensure the student fully understands the rationale of each mathematical step, rather than merely memorising the solutions to answers without understanding the logic behind them.

During English classes, I will discuss texts and practise exercises with students orally and mark their written work, Also, I use my own tasks to improve students’ writing and analysis. For example, if students are often getting ‘stuck’ when faced with a text for the first time, I practise a list of key ‘trigger questions’ with them. (For instance: what is your instinctive emotional response to this text? Are there any specific sentences you think trigger this reaction in you? From the list of classic techniques authors use, like similes, extended metaphors, hyperbole, and oxymorons, are any used here? What is their effect? Are any of the themes we have identified in the rest of the book here?) To improve the students' writing abilities, I use techniques like encouraging students to produce ‘essay plans’ for me during lessons. They bullet point their ideas within ten minutes, and then we mark them together. This improves students’ structure, as they can more easily see the overall cohesion of their argument than if they were to write it out in full. It also helps students practise thinking on their feet. These are just two examples of techniques I use. Like lesson plans, I adapt the technique to the student, depending on what works best for them.
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