A math ​tutor from Woronora Heights.

A good teacher is...

I think that a effective teacher is the one who never stops his/her own learning process. I have always been an inquisitive person, that is the feature of a man of science. I have been both a scholar and a teacher, and I have devoted much quality time, effort, and money into my personal education. Years of physics and maths courses, natural sciences investigation and laboratory work have changed me much more into one. In this way, it needs to come as no wonder that I have a really scientific manner of tutoring. Let me explain what I mean by that.

About my scientific approach

The main aspect of the scientific method is experimentation. It is the step that gives validity to our scientific openings: we did not only believe this could be a great idea, but instead we gave it a go, and it did work. This is the ideology I prefer to employ in my teaching. No matter if I believe that a special way to explain a topic is bright, or comprehensible, or engaging does not actually matter. What matters is what the learner, the recipient of my clarification, thinks of it. I have a pretty assorted experience against which I determine the benefit of an clarification from the one my scholars receive, both because of my greater expertise and practical experience with the subject, and also simply because of the assorting degrees of attraction all of us have in the subject matter. Therefore, my view of an explanation will not often match the students'. Their personal opinion is actually the one that makes a difference.

Students’ feedback

This fetches me to the issue regarding efficient ways to set up what my students' opinion is. Again, I very much reckon on scientific principles for this. I make extensive handle of monitoring, but carried out in as much of a dispassionate manner as feasible, like scientific observation ought to be carried out. I look for feedback in scholars' facial and bodily expressions, in their conduct, in the way they verbalise themselves both once asking questions and whenever trying to clarify the topic on their own, in the success at using their newly obtained knowledge in order to resolve issues, in the special nature of the missteps they make, and in any other case that would give me data about the success of my teaching. Having this data, I can easily adjust my teaching in order to better match my students, so I am able to assist them to master the data I am explaining. The technique that follows from the above points, together with the faith that a tutor should make every effort not only to communicate material, but to help their scholars reason and think is the foundation of my mentor ideology. Whatever I do as a tutor comes from these concepts.