A math ​tutor from Banyo.

A good teacher is...

I consider that a great teacher is the person who never stops learning. I have actually always been a curious person, which is the characteristic of a scientist. I have been both a student and a teacher, and I have spent a great deal quality time, effort, and finances into my personal education. Years of physics and maths classes, physics investigation as well as lab work have turned me a lot more into one. Thus, it should come as no surprise the fact that I have a quite scientific manner of teaching. Let me explain what I mean by that.

Experimentation is the key

Experimentation is the basic part of the scientific approach. This is the action which gives validity to the scientific discoveries: we did not just expect this could be a good idea, but rather we tried it, and it did work. This is the approach I enjoy to apply at my work. Regardless if I suppose that a certain technique to clarify a theme is brilliant, or simple, or intriguing does not actually matter. What exactly matters is what the student, the receiver of my explanation, thinks of it. I have a pretty assorted experience from which I judge the advantage of an clarification from the one my students get, both as a result of my greater expertise and experience with the topic, as well as just due to the varying degrees of interest we all have in the material. For this reason, my opinion of an explanation will not often match the scholars'. Their point of view is actually the one that matters.

Students’ feedback

It returns me to the topic of the best ways to set up what my students' point of view is. I very much trust in scientific theories for this. I make substantial handle of monitoring, but performed in as much of an objective way as it can, the same as scientific supervision needs to be performed. I find opinions in students' facial and bodily language, in their behaviour, in the manner they express themselves both whenever asking questions and if aiming to explain the topic on their own, in the results at using their newly obtained skills to resolve issues, in the specific nature of the missteps they produce, and in any other case that would provide me data regarding the efficiency of my training. Through this info, I can change my teaching to better match my students, so I am able to enable them to understand the data I am giving. The technique that results from the mentioned above points, in addition to the opinion that a teacher needs to work tirelessly not just to convey info, but to assist their students reason and comprehend is the basis of my teaching viewpoint. Everything I do as a mentor is originated from these concepts.