A math ​tutor from Leda.

What is a good teacher

I think that a excellent tutor is the one that never stops his/her own learning process. I have actually always been an inquisitive person, which is the attribute of a man of science. I have been both a student and a teacher, and I have devoted a lot of quality time, effort, and money into my own education. Years of physics and maths classes, natural sciences investigation as well as lab work have changed me a lot more into one. Thus, it needs to come as no surprise the fact that I have a really scientific manner of tutoring. Here is what I mean by that.

About my scientific approach

Experimentation is the main part of the scientific approach. This is the step which ensures quality to our scientific openings: we did not just suppose this might be a great idea, but instead we tried it, and it worked. This is the ideology I enjoy to employ at my work. Regardless if I think that a defined technique to explain a topic is smart, or comprehensible, or amazing does not really matter. What exactly matters is what the scholar, the receiver of my clarification, thinks about it. I have a pretty different experience against which I determine the merit of an explanation from the one my students gain, both as a result of my deeper expertise and practical experience with the subject, as well as simply due to the differing degrees of curiosity we all have in the subject matter. This is why, my view of a clarification will not often match the scholars'. Their point of view is definitely the one that is of importance.

Adapting my teaching

It brings me to the issue of how to set up what my students' viewpoint is. Again, I mainly reckon on scientific theories for this. This time, I make considerable handle of monitoring, but performed in as much of a detached way as feasible, like scientific monitoring needs to be made. I find feedback in students' facial and bodily language, in their conduct, in the manner they verbalise themselves when inquiring and also if trying to clarify the topic themselves, in the success at operating their newly gotten knowledge to fix problems, in the special character of the false steps they produce, and in any other situation which would provide me data concerning the usefulness of my methods. Armed with this info, I can adapt my teaching to better match my students, so I can easily enable them to master the theme I am explaining. The technique that follows from the mentioned above thoughts, along with the opinion that a teacher needs to work tirelessly not just to convey content, but to assist their students reason and think is the basis of my mentor viewpoint. Every little thing I do as a teacher comes from all these concepts.