A math ​tutor from Darlinghurst.

My characteristics as a tutor

I believe that a great tutor is the someone who never stops his/her educational process. I have always been an investigative one, which is the attribute of a scientist. I have been both a student and a teacher, and I have invested much quality time, effort, and funding into my own education. Years of physics and maths courses, physics research and laboratory work have changed me much more into one. Therefore, it needs to come as not a surprise the fact that I have a really scientific approach to teaching. Let me explain what I mean by that.

Experimentation is the key

The basic part of the scientific approach is experimentation. It is the step that ensures validity to our scientific openings: we did not only suppose this could be a great idea, but rather we gave it a try, and it did work. This is the theory I enjoy to employ at my work. Regardless if I assume that a special manner to explain a matter is actually clever, or clear, or fascinating does not actually matter. What exactly matters is what the child, the recipient of my explanation, thinks about it. I have a really different experience from which I evaluate the merit of an explanation from the one my learners receive, both as a result of my bigger expertise and practical experience with the topic, and simply due to the differing degrees of attraction we all have in the course. That's why, my opinion of an explanation will not typically go with the scholars'. Their point of view is the one that means much.

How observation helps me

This fetches me to the issue of ways to determine what my learners' opinion is. I mainly trust in scientific standards for this. I make substantial use of observation, but done in as much of an unbiased way as feasible, like scientific monitoring ought to be performed. I find evaluations in students' facial and bodily language, in their activity, in the manner they express themselves whenever inquiring and when attempting to explain the theme on their own, in the success at applying their newly gotten knowledge to fix issues, in the specific style of the mistakes they produce, and in any other case which may provide me information on the efficiency of my approach. Using this info, I am able to change my teaching to better match my learners, so I can easily assist them to grasp the theme I am explaining. The technique which results from the mentioned above thoughts, together with the opinion that a tutor should really strive not just to share info, but to assist their scholars reason and understand is the basis of my teaching philosophy. All the things I do being a mentor is originated from these ideas.