1. What situations require one-on-one time?
One-on-one is not an "advanced version of small class", nor is it necessarily better than small class. It's only more effective in certain situations: when students need a pace, content, or timetable that can no longer be handled by fixed classes.
| Condition | Why small classes may not be enough | How to deal with one-on-one |
|---|---|---|
| Gaps span multiple grade levels | Regular classes will still advance according to the progress of the whole class, and cannot be stopped and backtracked for a long time. | Follow up the dependency chain, fix the earliest breakpoint first, and then return to the current topic |
| School-based progress or scope is special | Schools may teach senior secondary content in advance, or use different teaching materials and assessment methods | Arranged according to the school’s latest test scope, teaching materials and question types |
| Special study combination | For example, M2, IB AA HL, IAL P3/P4 or Cambridge specific test levels, the progress within the class may not be the same. | Arranged according to actual units, official scope and exam season |
| Intensive tuition before the exam | Regular classes have fixed schedules and cannot be encrypted for a short period of time | Centrally handle wrong papers, school examination scope, Past Paper and time allocation |
| Unable to match the schedule | Conflicts with regular classes during weekdays after school, sports teams, music classes, or international school holidays | Arrange centre or online classes according to available time slots |
A judgment principle: If students only have occasional problems in small classes, it is usually enough to ask homework questions and follow up with exercises after class; if every class needs to go back to the basics of different grades, or the school progress is completely out of sync, one-on-one is only needed. Diagnose the problem first, don't choose a mode first.
- Mathematics supplement
- online maths tuition
- Course Overview
- Error diagnosis framework
- TOLL
- Book a Trial Lesson
2. Comparison of one-to-one, small class and online classes
| project | One to one | Small class in the centre | online class |
|---|---|---|---|
| Teaching progress | Completely adjusted according to student level and school-based progress | Progress according to the progress of the class and can be adjusted according to the weaknesses of the whole class | Arranged by individual or class |
| most suitable | Gaps across grades, special schedule, intensive make-up lessons | Requires system progress, peer comparison, and school-based examination support | Long transportation time, fragmented time, short-term additions |
| Tutor observation | Directly follow the writing and thinking process throughout the process | The main lecturer and a second instructor will inspect everyone during the practice period | Equipment and interactions that clearly demonstrate the steps of handwriting are required |
| time flexibility | Higher, please inquire according to available time slots | Fixed schedule | Higher, please inquire according to available time slots |
| cost | Search by class time, depth and arrangement | Easiest to budget, fixed monthly fee | Inquiry by arrangement |
One-on-one time does not replace active practice by students. It can increase diagnostic density and correction speed, but it cannot do homework for students, redo wrong questions, or establish calculation habits. If the problem is simply a lack of discipline and a set pace, smaller classes are often more effective.
3. How to establish a personalized plan
"Personalization" should go beyond putting students' names in notes. Effective one-to-one planning must be verifiable: you know where to start, when to finish, and how to measure improvement.
- Reading the wrong volume: Bring recent school tests, homework or past papers. Don't look at the score first, but look at the wrong step.
- Classification points lost: They are divided into conceptual errors, procedural errors, review errors and calculation errors. The four categories require different correction methods.
- Tracing back along the dependency chain: For example, if an algebraic fraction is wrong, factoring should be tested first; if a quadratic function is wrong, the matching method and algebraic expression simplification should be tested first.
- Set short-term goals: For example, complete factoring diagnosis and basic questions within two weeks, and complete and redo wrong questions in the specified unit before the next test.
- Track with quantifiable metrics: The recidivism rate of wrong questions, the points lost for "knowing but doing it wrong", and the completion rate within a time limit, rather than just looking at a single score.
Corresponding processing of four types of errors
| error type | Typical performance | one-to-one treatment |
|---|---|---|
| Wrong concept | Do not understand the conditions for the establishment of the theorem and cannot explain why this is done. | Go back to the concepts and prerequisite knowledge, and deduce it again |
| programme error | The method is correct but steps are skipped, the order is confusing, and the proof is missing links | Establish a fixed writing template and demonstrate and rewrite it step by step |
| Wrong review | Missing conditions, answering questions incorrectly, units or formats not matching | Create circle questions, mark keywords and answer format checking actions |
| Wrong calculation | Positive and negative signs, rounding timing, computer input | Establish verification process and personal score list |
For the complete format of the wrong question booklet and the four-week correction process, see Common points lost and errors counted.
Four or five typical arrangements
Junior secondary supplement: symptoms are in Form 2, breakpoint is in Form 1
Typical situationForm 2 students cannot do algebraic fractions. It is ostensibly a Form 2 problem, but after testing, it was found that both factoring and Form 1 algebraic expression simplification are unstable.
Arrange key pointsFirst, trace back along the dependency chain: algebraic simplification → factorization → algebraic fraction. After the front-end is stable, return to the current school-based progress.
Before the DSE exam: On-campus exam or intensive Mock Paper lessons
Typical situationThe student has completed the basic courses, but continues to lose points for Paper 1 and B ministerial questions, Paper 2 time allocation, or specific school mock test questions.
Arrange key pointsUse the wrong papers as teaching materials, and correct each question according to the scoring requirements; focus on time allocation, step writing and closed loop of wrong questions. See details Past Paper method and time allocation.
M2: Special processing of proofs and vectors
Typical situationStudents can do short questions, but mathematical induction, matrix discussion questions, or vector proofs cannot be written in full.
Arrange key pointsEstablish an argument template and a vector base setting process, and use the preliminary calculation of long question B to train the derivation chain. See range M2 Complete Guide.
IB AA HL: no computer and IA dual-line processing
Typical situationThe student's Paper 1 hand calculation is slow, or the IA topic selection has begun but the mathematics depth is insufficient.
Arrange key pointsThere is no special computer training. At the same time, the depth of the questions, personal investment and reflection are checked according to the five IA scoring criteria. See details IB Math AA.
IAL: Unit Combinations and Exam Season Specials
Typical situationThe combination of units, exam season or re-sit arrangements taken by students are different from those of ordinary classes.
Arrange key pointsFirst confirm the qualification code, P1-P4 and elective unit combinations, and then arrange according to the exam season and UMS goals. See details Edexcel IAL Mathematics.
5. Class location and format
centre one to one
- address: Room A, 9/F, Landmark City, 761 Nathan Road, Prince Edward, Kowloon.
- transportation: It takes about 2 minutes to walk from Exit C1 of Prince Edward Station; it takes about 5 to 8 minutes to walk north from Exit A1 or B1 of Mong Kok Station.
- Suitable: Students who need whiteboards, paper textbooks, on-site viewing of the writing process, or students who live in Kowloon area.
One-on-one online
You can check the arrangement, which is especially suitable for students with long one-way transportation time, unstable timetable or short-term supplementary classes. Students need a stable internet connection and a device that can clearly demonstrate the handwriting steps. See details online maths tuition.
Other locations
The currently confirmed teaching location is the Prince Edward centre. Arrangements at home, on campus or at other locations must be confirmed based on individual students' courses, time and feasibility, and should not be assumed to be a fixed service.
6. Charges and inquiry methods
The depth of one-to-one arrangements is different: the preparation requirements for junior secondary, DSE M2, IB AA HL and IAL units are different. Therefore the charges are based on Class hours, course depth, class schedule and student needs Query, does not list fixed price ranges which may be misleading.
Please provide when enquiring
- Student grade, school and courses taken
- The most recent test, exam or wrong paper (can take a photo)
- The 2 to 3 specific issues that are currently most troubling
- Available class times and centre/online preferences
- Short-term goals, such as internal exams, DSE, IA submission or designated unit exams
The more complete the above information, the better the instructor can judge whether it is more effective to arrange one-on-one, first to make up the base and then join the class, or to directly join the regular small class. This is also the best way to avoid "private compensation for the sake of private compensation".
Comparison with regular small class fees
| Courses | Duration of each class | Monthly fee (4 lessons per month) | per hour |
|---|---|---|---|
| Junior Secondary Maths | 1.5 hours | HK$1,280 | About HK$213 |
| DSECore | 1.5 hours | HK$1,360 | About HK$227 |
| Compulsory +M1/M2 | 2 hours | HK$1,600 | HK$200 |
| international courses | 1.5 hours | HK$1,600 | About HK$267 |
7. Preparation before trial lesson
- Bring the most recent wrong paper or assignment.
- List specific topics that students don't understand, rather than just saying "I'm not good at maths."
- Provides school progress, exam dates and available time slots.
- During the trial lesson, observe whether the instructor can point out error patterns and propose executable correction plans.
The first trial lesson of a regular class is half price, that is, the first month's tuition can be deducted for daily study. Please inquire about one-to-one trial lessons and charging arrangements based on individual needs. For complete administrative arrangements see FAQ and Charge page.
One-to-one maths tuition FAQ
Is one-on-one definitely better than small classes?
uncertain. Small classes are usually more effective when there is a lack of system and discipline; one-to-one is more suitable when gaps span grades, school-based progress is special, or intensive make-up lessons are needed.
How much does one charge?
Search by class time, course depth and arrangement. Please provide grade, school, course, wrong papers and available time slot for arrangement.
Can I have one-to-one online sessions?
Arrangements can be inquired. It is suitable for students who have long travel time or need flexible time slots, but need a stable network and a device that can clearly display the handwriting steps.
Are there door-to-door or on-campus services?
The currently confirmed teaching location is the Prince Edward centre; arrangements for other locations need to be confirmed on a case-by-case basis.
What courses can be taught?
You can check the arrangements for junior secondary, DSE compulsory, M1, M2, IB, IGCSE, IAL and Cambridge mathematics.
Are one-on-one sessions suitable for students with special learning needs?
If you need a slower pace, more repetitions or different ways of presenting teaching materials, one-on-one is more flexible; however, formal special education needs should still be assessed by professionals. When making inquiries, please explain the actual situation of the student first.