A math ​tutor from Dickson.

What is a good teacher

I think that a effective teacher is the individual who doesn't stop his/her own educational process. I have always been an investigative one, that is the feature of a scientist. I have been either a scholar or a teacher in one type of classroom or another, and I have spent much quality time, effort, and funding into my own education. Years of physics and maths lessons, natural sciences research as well as lab work have changed me much more into one. In this way, it needs to come as not a surprise the fact that I have a rather scientific approach to teaching. Here is what I mean by that.

What a student thinks about really matters

The basic component of the scientific method is experimentation. It is the process which ensures validity to the scientific discoveries: we did not just consider this could be a good idea, but rather we gave it a go, and it did work. This is the approach I love to use at my work. Whether I consider that a particular technique to explain a topic is really bright, or clear, or exciting does not really matter. What matters is what the student, the receiver of my explanation, thinks about it. I have a pretty different background from which I judge the value of an explanation from the one my scholars get, both thanks to my greater expertise and practical experience with the material, and just because of the differing degrees of attraction we all have in the theme. That is why, my view of a clarification will not always match the students'. Their viewpoint is definitely the one that matters.

How observation helps me

This brings me to the issue regarding the best ways to set up what my learners' view is. I mainly trust in scientific rules for this. I make extensive employ of monitoring, but carried out in as much of an unbiased style as feasible, the same as scientific monitoring must be done. I read for feedback in students' bodily and facial expressions, in their activity, in the manner they speak themselves both while asking questions as well as when aiming to summarise the material on their own, in the success at applying their newly gotten skills to resolve problems, in the individual nature of the missteps they produce, and in any other situation which may provide me details on the usefulness of my approach. Through this details, I am able to adapt my teaching in order to better fit my students, so I can easily assist them to comprehend the theme I am explaining. The strategy that follows from the above points, together with the opinion that a teacher should really strive not only to convey data, but to assist their learners reason and think is the basis of my teaching philosophy. Everything I do being a tutor comes from these concepts.