A math ​tutor from Ridgehaven.

During my 10-year teaching, I have had brilliant learners, and have cherished the experience of constantly discovering innovative ways of working with a subject matter so that it is enjoyable and pleasurable for the child I am sitting with.

How I teach

My teaching philosophy is student-centred: my aim is always to set up a supportive, stimulating and pleasant workspace for learning to do well.
I react actively to the requirements of each child I tutor, forming my training style so that it best serves their persona and skills.

I also consider that students grasp better if they're working on practical things connected with their studies. This denotes making rhymes, student presentations, drawing pictures, writing tasks, using games, and other sorts of collaboration, that keeps students active and stimulated when it comes to the theme.

I train proficiently and accurately, quickly investigating areas for improving, next operating simple pattern spotting strategies. I pay attention to making easy activities for the student produce their private understanding of the problem. I adore physics and mathematics, and I do not tire of talking about and researching these themes with my learners. It is a big satisfaction to find new and interesting manners of coming up with the material for it to be interesting and always fresh for both sides. My learners in the past have always given me very positive testimonials on our lessons.

The psychology of tutoring maths

Through encouragement, patience, and humour, I permanently strive to teach my scholars that they are capable of much more than they know.
I feel that my willingness to revise teaching approaches in compliance with the requirements of students, subject matter, and student demographics are all serious for my ability to be successful as a trainer.
I base my teaching on the belief that the only way to uncover maths is to do mathematics. While the process of reading examples and proofs in textbooks and from lecture notes is important, the true learning comes through solving mathematical problems, either theoretical, computational, or both.
I have also determined that giving assignments that directly relate to the student's individual life can speed their studying the topic and comprehension its application.