A math ​tutor from Cammeray.

What is a good teacher

I believe that a great tutor is the someone who never stops his/her learning process. I have actually always been an interested person, which is the attribute of a scientist. I have been either a student or a teacher, and I have invested much quality time, effort, and funding into my own education. Years of physics and maths courses, physics investigation as well as laboratory work have changed me even more into one. In this way, it needs to come as no wonder the fact that I have a quite scientific approach to teaching. Let me explain what I mean by that.

What a student thinks about really matters

Experimentation is the principal aspect of the scientific method. It is the action that ensures validity to the scientific discoveries: we did not only consider this might be a great idea, but instead we gave it a go, and it did work. This is the ideology I like to apply at my work. Whether I consider that a particular method to clarify a question is brilliant, or comprehensible, or amazing does not really matter. What matters is what the child, the recipient of my clarification, thinks about it. I have a very assorted experience against which I determine the benefit of an clarification from the one my scholars gain, both because of my deeper education and practical experience with the subject, as well as just thanks to the varying grades of involvement all of us have in the course. Thus, my judgement of an explanation will not always go with the students'. Their opinion is definitely the one that is of importance.

Defining students opinion

This returns me to the issue regarding ways to determine what my scholars' point of view is. Again, I mainly have faith in scientific rules for this. I make extensive operate of monitoring, but done in as much of a detached way as possible, the same as scientific supervision should be performed. I look for evaluations in scholars' facial and bodily language, in their conduct, in the manner they express themselves while asking questions and also while attempting to talk about the theme themselves, in the results at practicing their recently gained skills in order to solve issues, in the specific nature of the false steps they make, and in any other situation which may give me information regarding the usefulness of my tutoring. Using this info, I can easily adapt my teaching to better fit my scholars, so I can easily enable them to comprehend the material I am explaining. The strategy that results from the mentioned above thoughts, in addition to the faith that a teacher should work tirelessly not only to share information, but to help their scholars reason and think is the basis of my teaching viewpoint. All things I do being a teacher is derived from all these views.