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Amsterdam, Netherlands
Welcome! My name is Tom and I hold a Master's degree in Finance & Investments from Erasmus University Rotterdam. Having worked in investment banking and private equity, I am passio... Read more
I have been tutoring for over seven years — primarily MBA students and young professionals in Corporate Finance — helping them deepen their knowledge in areas such as valuation, ca... Read more
Rotterdam School of Management
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I don't teach accounting software, just the principles and theory of finance
I teach accounting across a wide range of levels — from secondary school (GCSE, A-Level, IB, VWO) through to undergraduate and Master's level. At the higher end, I cover Financial Accounting, Managerial Accounting, Cost Accounting, and Management Accounting, including topics such as financial statement analysis, consolidations, budgeting, and variance analysis. I am equally comfortable working with students who are building foundational skills as with those tackling advanced, exam-level content.
Yes, the majority of my sessions are conducted online. I use dedicated tools such as digital whiteboards and screen sharing to replicate the experience of in-person tutoring as closely as possible. My preferred method of communication with students is via the tutoring platform's messaging system for scheduling and follow-ups, with sessions conducted over video call. I aim to be responsive and approachable between sessions as well.
I use a combination of explanation, worked examples, and active recall to ensure genuine understanding. Rather than simply presenting theory, I ask students to apply concepts to problems in real time during the session. I also assign targeted practice exercises between sessions and review these together, which allows me to identify and address any persistent gaps. Progress is tracked continuously so that we can adjust focus as needed.
I take a structured approach to exam preparation: we start by mapping the syllabus and identifying the highest-weighted topics, then work through past papers and marking schemes to understand exactly what examiners are looking for. I teach students how to interpret question requirements, manage time effectively, and present workings clearly. This method has consistently helped students improve their results significantly in a relatively short period of time.
Yes, I regularly provide students with supplementary materials tailored to their specific course and level. These include practice problem sets, worked examples, summary sheets, and past exam papers with model answers. Where relevant, I also point students toward high-quality external resources such as textbook chapters, academic articles, or online tools that reinforce what we cover in sessions. All materials are selected or created with the student's individual learning goals in mind.
My exam preparation approach is both structured and student-centred. We begin by identifying the key topics and understanding the exam format, then systematically work through the material — prioritising areas where the student feels least confident. I make extensive use of past papers and marking schemes so students become familiar with exactly how questions are framed and what is expected in answers. Confidence-building is just as important as technical knowledge. I break complex topics into manageable steps, celebrate progress openly, and create a low-pressure environment where students feel comfortable making mistakes and learning from them. Over time, as students start to solve problems independently and accurately, their self-assurance grows naturally. Many of my students come to me feeling overwhelmed, and leave their exams feeling genuinely prepared.
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