Paul G.

I am a Master's researcher in Quantum Science and Engineering, trained at EPFL (Switzerland) and currently a visiting research student at the National University of Singapore (NUS), where I work on quantum algorithms and quantitative finance.
Alongside my studies, I have always loved teaching and passing on knowledge. I have several years of experience giving private lessons in mathematics, physics, and computer science to students from middle school and high school all the way to bachelor's/undergraduate level. I also worked as a Teaching Assistant at EPFL in Quantum Mechanics and Thermodynamics, and I have delivered full lectures in front of audiences of around 100 students. I teach fluently in both French and English.

I have several years of experience teaching mathematics, physics, and computer science across a wide range of levels.
As a private tutor, I have worked with students from middle school and high school all the way up to bachelor's/undergraduate level, helping them with everything from foundational concepts to advanced topics.
At EPFL, I also worked as a Teaching Assistant in Quantum Mechanics and Thermodynamics, guiding students through exercise sessions and answering their questions. On several occasions I substituted for the lecturer to deliver classes in front of an audience of around 100 students.
This combination of one-to-one tutoring and large-group teaching has given me a strong sense of how differently each student learns, and how to explain the same idea in several ways until it finally clicks.

My core principle is that there is no single way to teach — so I adapt my approach to each student's profile, level, pace, and goals. I start by understanding where a student currently stands and what they actually struggle with, then build each session around their real needs rather than a fixed script.
My priority is to make students truly understand the logic behind each concept rather than just memorising formulas or recipes. I rely on clear explanations, concrete examples, and plenty of guided practice, gradually giving students more autonomy and confidence.
Having taught at every level — from middle school and high school to bachelor's/undergraduate students, and as a university teaching assistant lecturing to large audiences — I am comfortable adjusting both the depth and the style of my explanations: more visual and intuitive for younger students, more rigorous and formal for advanced ones. Whether the goal is to catch up, prepare for an exam, or go deeper into a subject, I tailor everything to the individual in front of me.