A math ​tutor from Rythdale.

All along my 10-year carreer as a teacher, I have had excellent students, and have been captivated by the adventure of constantly coming across novel ways of approaching a theme to make it useful and pleasurable for the learner I am sitting with.

How I teach

My mentor viewpoint is student-focused: my intent is always to establish an encouraging, stimulating and warm workspace for learning to develop.
I respond actively to the requirements of every single person I teach, modelling my teaching manner in the way that it best serves their individuality and skills.

I also think that students understand well as they're working on exersises associated with their studies. This means making rhymes, presentations, drawing pictures, writing tasks, using games, and other methods of collaboration, which keeps children energised and motivated regarding to the theme.

I train expertly and effectively, easily assessing places for maintenance, then applying simple pattern spotting methods (if applicable). I prioritise creating basic tasks for the scholar develop their individual perception of the topic. I am crazy about physics and mathematics, and I do not burn out of talking about and discovering these questions with my students. It is a true joy to find new and fascinating methods of presenting the topic for it to be interesting and always fresh for both sides. My students have always given me extremely positive feedback on our lessons.

The psychology of tutoring maths

Through encouragement, humour, and patience, I always do my best to teach my children that they can much more than they imagine.
I strongly believe that my willingness to switch teaching strategies in compliance with the needs of learners, subject matter, and student demographics are all crucial for me to be strong as a mentor.
My teaching is based on the view that the sole way to uncover mathematics is to do maths. Meantime the theoretical material is valuable, the true comprehension comes through personal experience at solving mathematical problems, either theoretical, computational, or both.
I have also noticed that giving tasks which have a direct relation to the learner's own life can help out their studying the theme and comprehension its application.