A math ​tutor from Clayton South.

What is a good teacher

I believe that a effective tutor is the someone that doesn't stop learning. I have actually always been a curious person, which is the sign of a man of science. 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 finances into my own education. Years of physics and maths lessons, physics research as well as lab work have transformed me a lot more into one. Thus, it should come as no wonder that I have a rather scientific approach to tutoring. Let me explain what I mean by that.

About my scientific approach

Experimentation is the basic component of the scientific approach. It is the process which grants validity to our scientific openings: we did not just consider this might be a great idea, but instead we tried it, and it did work. This is the ideology I prefer to use in my work. Even if I consider that a special method to explain a subject is really clever, or comprehensible, or exciting does not really matter. What matters is what the student, the receiver of my explanation, thinks of it. I have a pretty different experience from which I determine the advantage of an explanation from the one my students receive, both due to my substantial knowledge and practical experience with the material, and simply because of the assorting degrees of interest we all have in the theme. For this reason, my opinion of an explanation will not typically match the students'. Their viewpoint is the one that makes a difference.

Defining students opinion

It returns me to the issue concerning ways to establish what my students' opinion is. Again, I seriously am confident of scientific theories for this. I make considerable apply of observation, but carried out in as much of an unbiased way as it can, like scientific supervision should be made. I find feedback in learners' bodily and facial expressions, in their attitude, in the way they express themselves both when asking questions as well as while attempting to talk about the theme on their own, in the success at applying their recently gained knowledge in order to solve issues, in the specific character of the missteps they produce, and in any other case which would provide me information on the success of my methods. Through this details, I am able to modify my teaching to better fit my students, so I can enable them to master the topic I am explaining. The strategy which results from the mentioned above factors, in addition to the opinion that a mentor should strive not just to convey facts, but to assist their students analyse and comprehend is the core of my teaching ideology. Every little thing I do as a teacher is derived from these feelings.