A math ​tutor from Ovingham.

What is a good teacher

I think that a effective tutor is the individual that never stops his/her educational process. I have actually always been an investigative person, that is the attribute of a man of science. I have been both a learner and a teacher, and I have invested a lot of quality time, effort, and money into my own education. Years of physics and maths courses, physics investigation as well as lab work have turned me much more into one. In this way, it should come as no surprise that I have a very scientific approach to teaching. Here is what I mean by that.

Experimentation is the key

The principal aspect of the scientific approach is experimentation. This is the action which ensures validity to the scientific discoveries: we did not just feel this might be a great idea, but instead we gave it a try, and it worked. This is the approach I like to use at my work. Whether I consider that a certain way to explain a material is brilliant, or simple, or amazing does not actually matter. What important is what the scholar, the recipient of my clarification, thinks about it. I have a really assorted background against which I determine the merit of an explanation from the one my students get, both due to my substantial education and experience with the topic, and just thanks to the varying degrees of passion we all have in the theme. Therefore, my view of a clarification will not always go with the scholars'. Their personal opinion is definitely the one that matters.

Defining students opinion

It fetches me to the issue concerning efficient ways to set up what my scholars' opinion is. Again, I very much have faith in scientific principles for this. This time, I make extensive employ of observation, but performed in as much of a dispassionate way as it can, like scientific monitoring must be conducted. I look for opinions in scholars' facial and bodily language, in their behaviour, in the way they verbalise themselves both while asking questions and also whenever attempting to talk about the topic on their own, in the progress at practicing their recently obtained skills in order to fix issues, in the special nature of the missteps they produce, and in any other situation that may give me data about the effectiveness of my approach. Through this information, I am able to modify my teaching in order to better fit my children, so I can easily assist them to comprehend the theme I am explaining. The technique that results from the above factors, along with the opinion that a mentor should really seek not just to communicate content, but to help their students analyse and comprehend is the foundation of my mentor philosophy. All the things I do being a teacher is derived from all these feelings.