A math ​tutor from Nathan.

What is a good teacher

I think that a great teacher is the individual that doesn't stop his/her learning process. I have always been an investigative person, which is the characteristic of a scientist. I have been either a student or a teacher in one type of classroom or another, and I have invested a great deal quality time, effort, and money into my own education. Years of physics and maths classes, physics investigation as well as lab work have transformed me a lot more into one. In this way, it should come as not a surprise that I have a very scientific manner of tutoring. Here is what I mean by that.

Student’s opinion really matters

The key part of the scientific approach is that of experimentation. It is the process which gives quality to the scientific openings: we did not only think this might be a good idea, but instead we gave it a try, and it worked. This is the philosophy I enjoy to apply at my teaching. Even if I suppose that a some method to clarify a theme is smart, or simple, or fascinating does not really matter. What important is what the student, the recipient of my explanation, thinks about it. I have a really different experience from which I judge the value of an explanation from the one my students get, both as a result of my greater knowledge and experience with the material, and also just due to the assorting degrees of curiosity we all have in the subject. This is why, my opinion of an explanation will not typically match the learners'. Their feeling is the one that is of importance.

Students’ feedback

It fetches me to the topic of ways to establish what my learners' viewpoint is. Again, I seriously rely on scientific rules for this. I make extensive apply of observation, but carried out in as much of a dispassionate way as feasible, the same as scientific observation ought to be carried out. I find feedback in learners' facial and bodily language, in their conduct, in the manner they represent themselves both while asking questions as well as whenever attempting to summarise the topic on their own, in the success at operating their recently obtained knowledge in order to resolve issues, in the specific type of the mistakes they make, and in any other case which would give me data about the success of my tutoring. Armed with this data, I can easily revise my teaching in order to better match my children, so I am able to enable them to master the theme I am teaching. The strategy that follows from the above factors, along with the faith that a teacher should really make every effort not only to transmit content, but to guide their scholars analyse and understand is the core of my mentor viewpoint. Everything I do being a tutor comes from these concepts.