A math ​tutor from Forest Lodge.

A student and a teacher at the same time

I consider that a excellent tutor is the individual that never stops his/her own learning process. I have actually always been an investigative one, which is the mark of a scientist. I have been either a student or a teacher, and I have devoted a lot of quality time, effort, and funding into my personal education. Years of physics and maths courses, natural sciences research and laboratory work have turned me a lot more into one. Therefore, it should come as not a surprise the fact that I have a very scientific manner of tutoring. Let me explain what I mean by that.

Student’s opinion really matters

The key component of the scientific method is that of experimentation. It is the action which ensures quality to our scientific discoveries: we did not just consider this could be a good idea, but rather we gave it a try, and it worked. This is the ideology I love to use in my teaching. Regardless if I assume that a special way to clarify a material is clever, or comprehensible, or interesting does not actually matter. What exactly matters is what the child, the recipient of my clarification, thinks of it. I have a very assorted background against which I determine the advantage of an clarification from the one my students get, both due to my deeper expertise and experience with the subject, as well as just due to the differing grades of attraction all of us have in the subject. Therefore, my judgement of a clarification will not usually match the students'. Their viewpoint is definitely the one that makes a difference.

Defining students opinion

This returns me to the issue regarding efficient ways to determine what my students' viewpoint is. I seriously reckon on scientific principles for this. This time, I make substantial use of observation, but carried out in as much of a detached manner as it can, like scientific observation needs to be made. I read for evaluations in students' facial and bodily expressions, in their attitude, in the way they express themselves both while asking questions as well as when trying to talk about the theme themselves, in the success at employing their recently gotten knowledge to resolve problems, in the individual style of the false steps they produce, and in any other situation that may give me data on the efficiency of my tutoring. Armed with this info, I can change my teaching to better fit my students, so I can easily assist them to comprehend the theme I am giving. The strategy which follows from the aforementioned factors, in addition to the belief that a teacher must make every effort not just to convey facts, but to guide their scholars reason and understand is the foundation of my teaching viewpoint. Anything I do as a tutor is derived from all these concepts.