Charles Neuhaus

Imperial College London

1–2 years

I believe that students should play an active role in answering questions throughout all stages of learning. When I was a student, my understanding improved the most when teachers provided frameworks and examples that helped me solve problems myself, rather than simply giving me answers. I try to use that same approach by asking students to explain their reasoning, work through intermediate steps, and make an attempt before I step in with a full explanation. Giving students space to think creatively and share their thought process also helps me identify gaps in their understanding and tailor examples, visualizations, or explanations to what they need.

Charlie holds a master's degree in Applied Mathematics from Imperial College London and a bachelor's degree in Applied Mathematics and Computer Science from Tufts University, where he also worked as a Teaching Assistant. He specializes in tutoring mathematics, physics, and Spanish, and is proficient in spoken and written Spanish.

As a Teaching Assistant for Discrete Mathematics at Tufts, I worked with a student who was struggling with proof-based questions and tended to get stuck because she was trying to jump directly to a complete proof. In office hours, I started having her identify what was given, what needed to be shown, and which definitions or theorems might connect the two, then asked her to talk through each step before writing anything formally. Over several sessions, she became much more comfortable breaking unfamiliar problems into smaller pieces and needed less prompting from me to get started. By the end of the course, she was independently working through problems that she initially would not have known how to approach, and her problem set scores had risen from roughly 70–80% at the beginning of the term to 90–100% on the final few assignments.

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