A math ​tutor from Gledswood Hills.

A student and a teacher at the same time

I think that a excellent teacher is the one who never stops learning. I have always been a curious one, which is the feature of a man of science. I have been either a scholar or a teacher, and I have spent a great deal quality time, effort, and funding into my personal education. Years of physics and maths courses, physics investigation as well as laboratory work have transformed me much more into one. Therefore, it should come as no wonder the fact that I have a really scientific manner of teaching. Let me explain what I mean by that.

Experimentation is the key

Experimentation is the key component of the scientific method. It is the process which gives quality to our scientific discoveries: we did not only feel this could be a great idea, but instead we gave it a try, and it did work. This is the approach I enjoy to apply in my work. Whether I believe that a particular manner to explain a theme is actually brilliant, or comprehensible, or exciting does not actually matter. What exactly matters is what the student, the receiver of my explanation, thinks about it. I have a really different experience from which I judge the merit of an clarification from the one my students receive, both due to my bigger expertise and practical experience with the subject, and also just thanks to the assorting levels of interest we all have in the material. This is why, my judgement of a clarification will not usually go with the students'. Their opinion is actually the one that means much.

Defining students opinion

It brings me to the topic of how to determine what my learners' viewpoint is. Again, I heavily reckon on scientific principles for this. I make extensive use of observation, but done in as much of a detached way as feasible, like scientific observation ought to be carried out. I find opinions in students' bodily and facial expressions, in their conduct, in the way they speak themselves if asking questions as well as if trying to clarify the material themselves, in the progress at operating their newly gained knowledge in order to fix problems, in the individual character of the mistakes they make, and in any other case that may provide me information on the effectiveness of my training. Having this info, I can easily adjust my teaching to better match my scholars, so I can easily help them understand the data I am explaining. The strategy which results from the mentioned above thoughts, in addition to the idea that a tutor should make every effort not just to convey facts, but to help their learners reason and think is the core of my mentor approach. All the things I do being a tutor comes from these concepts.