A math ​tutor from Cottesloe.

What makes a good teacher

I believe that a great tutor is the individual that doesn't stop his/her educational process. I have always been a curious person, that is the attribute of a man of science. I have been either a scholar or a teacher in one type of classroom or another, and I have devoted much quality time, effort, and finances into my own education. Years of physics and maths classes, natural sciences research as well as lab work have changed me a lot more into one. Thus, it needs to come as not a surprise that I have a very scientific manner of teaching. Let me explain what I mean by that.

Experimentation is the key

The key aspect of the scientific method is that of experimentation. It is the process that ensures validity to our scientific discoveries: we did not only believe this might be a great idea, but instead we gave it a go, and it worked. This is the theory I prefer to use in my teaching. Even if I assume that a special way to explain a question is really smart, or comprehensible, or engaging does not actually matter. What important is what the student, the receiver of my clarification, thinks about it. I have a pretty different background against which I judge the value of an clarification from the one my students have, both because of my deeper knowledge and practical experience with the material, and simply thanks to the assorting grades of passion all of us have in the topic. This is why, my judgement of a clarification will not usually go with the students'. Their personal opinion is the one that matters.

Adapting my teaching

It fetches me to the issue of how to set up what my students' opinion is. I heavily rely on scientific rules for this. This time, I make substantial operate of monitoring, but performed in as much of an unbiased style as possible, the same as scientific monitoring ought to be performed. I find feedback in students' facial and bodily language, in their activity, in the manner they represent themselves whenever inquiring and also if trying to explain the theme themselves, in the progress at employing their recently obtained knowledge to resolve problems, in the specific type of the mistakes they make, and in any other situation that would provide me data on the success of my teaching. Using this information, I can adjust my teaching in order to better match my learners, so I can enable them to grasp the material I am explaining. The technique which results from the aforementioned thoughts, along with the opinion that a mentor should go all out not only to convey facts, but to assist their scholars analyse and comprehend is the basis of my teaching philosophy. Anything I do being a teacher comes from all these feelings.