A math ​tutor from Forrestfield.

What is a good teacher

I consider that a great teacher is the one that doesn't stop learning. I have always been an interested one, which is the sign of a scientist. I have been both a learner and a teacher in one type of classroom or another, and I have devoted much quality time, effort, and funding into my own education. Years of physics and maths classes, physics research as well as lab work have changed me even more into one. Therefore, it should come as not a surprise that I have a really scientific approach to teaching. Here is what I mean by that.

About my scientific approach

The fundamental component of the scientific method is that of experimentation. This is the action that grants validity to our scientific openings: we did not just suppose this could be a good idea, but rather we gave it a try, and it worked. This is the philosophy I prefer to employ in my work. Even if I consider that a special technique to clarify a subject is actually clever, or simple, or intriguing does not actually matter. What exactly important is what the learner, the recipient of my explanation, thinks of it. I have a really assorted background from which I evaluate the merit of an explanation from the one my students receive, both because of my substantial knowledge and practical experience with the material, as well as simply due to the differing grades of passion all of us have in the subject matter. This is why, my judgement of a clarification will not always match the learners'. Their personal opinion is actually the one that makes a difference.

How observation helps me

This brings me to the topic concerning ways to set up what my learners' view is. Again, I heavily trust in scientific theories for this. I make considerable apply of observation, but done in as much of an unbiased manner as feasible, the same as scientific observation must be conducted. I read for feedback in scholars' facial and bodily expressions, in their attitude, in the manner they express themselves whenever asking questions and also whenever trying to clarify the topic themselves, in the progress at employing their newly gotten skills in order to fix issues, in the individual character of the false steps they produce, and in any other situation which would provide me data about the usefulness of my methods. Through this information, I can easily change my teaching to better fit my students, so I am able to enable them to grasp the material I am explaining. The technique that follows from the mentioned above thoughts, together with the idea that a mentor must seek not only to communicate facts, but to assist their learners analyse and understand is the core of my mentor ideology. Whatever I do as a mentor comes from all these views.