A math ​tutor from Gould Creek.

A good teacher is...

I think that a good teacher is the one who never stops his/her learning process. I have always been an investigative person, which is the characteristic of a scientist. I have been both a student and a teacher in one type of classroom or another, and I have devoted much quality time, effort, and funding into my personal education. Years of physics and maths lessons, natural sciences research as well as lab work have turned me even more into one. Thus, it needs to come as no wonder the fact that I have a really scientific manner of teaching. Let me explain what I mean by that.

Student’s opinion really matters

The principal part of the scientific approach is that of experimentation. It is the process that grants quality to our scientific discoveries: we did not only consider this might be a great idea, but rather we tried it, and it worked. This is the ideology I love to use at my teaching. No matter if I suppose that a defined manner to clarify a subject is brilliant, or clear, or fascinating does not really matter. What exactly important is what the learner, the recipient of my clarification, thinks of it. I have a very assorted experience against which I judge the merit of an explanation from the one my scholars gain, both because of my deeper knowledge and experience with the topic, as well as simply due to the differing levels of attraction we all have in the subject matter. This is why, my opinion of a clarification will not typically match the scholars'. Their opinion is definitely the one that makes a difference.

Students’ feedback

This brings me to the issue regarding how to determine what my scholars' opinion is. I seriously have faith in scientific principles for this. This time, I make substantial operate of monitoring, but done in as much of a dispassionate way as feasible, like scientific supervision needs to be performed. I check for feedback in learners' facial and bodily expressions, in their conduct, in the manner they represent themselves while inquiring and also while attempting to clarify the topic themselves, in the results at employing their newly gotten knowledge to solve problems, in the special style of the missteps they produce, and in any other situation that may provide me details regarding the efficiency of my approach. Using this information, I can adapt my teaching to better fit my learners, so I am able to help them comprehend the data I am giving. The technique that follows from the above thoughts, in addition to the idea that a mentor should really seek not just to transmit information, but to help their scholars analyse and think is the basis of my teaching philosophy. Every little thing I do as a tutor comes from all these views.