A math ​tutor from Regentville.

What makes a good teacher

I think that a good teacher is the individual that never stops learning. I have actually always been an interested person, which is the characteristic of a scientist. I have been both a student and a teacher, and I have spent much quality time, effort, and finances into my personal education. Years of physics and maths courses, physics research and lab work have changed me a lot more into one. Therefore, it should come as not a surprise the fact that I have a quite scientific manner of tutoring. Here is what I mean by that.

What a student thinks about really matters

Experimentation is the fundamental aspect of the scientific approach. This is the process which grants quality to our scientific openings: we did not only expect this might be a good idea, but rather we gave it a try, and it worked. This is the theory I enjoy to employ in my teaching. Even if I assume that a special way to clarify a question is actually smart, or comprehensible, or exciting does not really matter. What matters is what the learner, the receiver of my explanation, thinks of it. I have a pretty different background against which I evaluate the value of an clarification from the one my learners have, both as a result of my deeper education and practical experience with the theme, and simply because of the differing grades of interest we all have in the course. Therefore, my opinion of an explanation will not always go with the learners'. Their point of view is definitely the one that matters.

Defining students opinion

This returns me to the issue concerning the best ways to set up what my scholars' opinion is. Again, I mainly reckon on scientific standards for this. This time, I make extensive handle of monitoring, but done in as much of a detached manner as possible, the same as scientific monitoring should be performed. I look for evaluations in learners' bodily and facial expressions, in their behaviour, in the manner they speak themselves while asking questions and if attempting to summarise the theme on their own, in the progress at practicing their newly obtained skills to solve problems, in the individual character of the false steps they make, and in any other case which may give me data regarding the success of my teaching. Using this information, I am able to adjust my teaching to better fit my children, so I can easily help them comprehend the material I am teaching. The technique that follows from the mentioned above considerations, in addition to the belief that a tutor should go all out not only to share facts, but to assist their scholars reason and understand is the foundation of my mentor viewpoint. Everything I do as a teacher comes from all these concepts.