Method
Most tutoring adapts the pace and leaves the method alone. For a student whose difficulty is not speed, that changes nothing. This page sets out what is done differently, and what it looks like week to week.
Start an application01 / Principles
A student who has memorised the steps fails the moment the question is phrased differently. A student who knows why the steps exist can rebuild them under pressure.
I work on the student's own syllabus, papers and deadlines. Tutoring that runs a parallel curriculum adds a second workload to a student already struggling with the first.
Everything is written out as it is worked out. Students who process quickly often skip the middle and cannot find their own error later; putting the middle on the page fixes more than any study tip.
Pace, sequencing and the shape of a session change to suit how the student attends. The difficulty of the mathematics does not.
A student said it this way
“She doesn’t just give you the answers; she shows you the tricks and shortcuts, then lets you try it on your own, which made me actually understand the steps.”
Anna · Student
02 / Inside a session
01
The student brings the actual problem that went wrong. I work on that, not on a sanitised version of it.
02
Written on a shared iPad surface as it happens, so the student watches a method being constructed rather than a result being announced.
03
Timed, unprompted, with the notes closed. Understanding that only appears with help is not yet understanding.
04
Written down in the student’s own words. One reusable procedure beats four pages of copied working.
03 / Over time
Marks are the first thing most families watch, and they are the least interesting thing this teaching is aiming at. What matters more is that the student stops treating an unfamiliar problem as evidence about themselves and starts treating it as a piece of work with a first step.
The first year is aimed at one thing: a student who can say precisely what they do not understand. That sounds small and it is the most useful academic skill there is. From there the work is aimed at material above the student's year group in at least one strand, because the ceiling was never the problem.
On promises
I do not promise a grade. I can promise that the student will know what they know, and that is the part that survives the exam.
04 / Next step
Read who this is built for before applying. It sets out the students this teaching suits, and the ones it does not.
Serenella Muradore Gallas
Selective one-to-one tutoring for gifted, ADHD and twice-exceptional students, built over years rather than semesters.
Educational support, not clinical care. I do not diagnose, assess, or provide therapy.
© 2026 Serenella Muradore Gallas. All rights reserved.
Online one-to-one tutoring in mathematics and quantitative subjects · Gifted, ADHD and twice-exceptional students