A math ​tutor from Caringbah.

A student and a teacher at the same time

I think that a good teacher is the individual that doesn't stop learning. I have actually always been an investigative one, that is the sign of a man of science. I have been either a student or a teacher, and I have devoted a great deal quality time, effort, and finances into my personal education. Years of physics and maths lessons, natural sciences investigation and lab work have transformed me even more into one. Thus, it should come as no wonder that I have a really scientific approach to tutoring. Here is what I mean by that.

Student’s opinion really matters

The key part of the scientific method is experimentation. It is the process which ensures quality to our scientific discoveries: we did not just feel this could be a good idea, but instead we gave it a try, and it worked. This is the approach I enjoy to use at my teaching. Even if I consider that a defined method to explain a material is bright, or simple, or engaging does not really matter. What important is what the scholar, the recipient of my explanation, thinks about it. I have a really assorted experience against which I determine the value of an explanation from the one my learners gain, both as a result of my substantial knowledge and experience with the theme, and also just thanks to the assorting grades of involvement all of us have in the subject matter. Therefore, my view of an explanation will not usually go with the students'. Their feeling is definitely the one that makes a difference.

Adapting my teaching

It brings me to the topic concerning how to establish what my learners' opinion is. Again, I mainly reckon on scientific rules for this. This time, I make substantial operate of observation, but performed in as much of a dispassionate manner as feasible, like scientific monitoring must be carried out. I find evaluations in scholars' facial and bodily expressions, in their activity, in the way they speak themselves both whenever inquiring and whenever aiming to talk about the material on their own, in the progress at employing their newly gotten skills in order to solve problems, in the special character of the missteps they make, and in any other case which may provide me data regarding the effectiveness of my teaching. Armed with this data, I can adjust my teaching to better fit my scholars, so I can easily enable them to comprehend the material I am teaching. The technique which follows from the above thoughts, along with the belief that a mentor should really seek not just to transmit content, but to assist their students reason and understand is the core of my mentor philosophy. Every little thing I do being a teacher comes from all these concepts.