A math ​tutor from Molonglo Valley.

A student and a teacher at the same time

I believe that a good teacher is the individual that never stops learning. I have always been an interested one, which is the feature of a scientist. I have been both a student and a teacher in one type of classroom or another, and I have invested a great deal quality time, effort, and money into my own education. Years of physics and maths lessons, natural sciences research and lab work have turned me a lot more into one. Thus, it should come as not a surprise the fact that I have a very scientific manner of teaching. Let me explain what I mean by that.

About my scientific approach

The main aspect of the scientific method is experimentation. It is the action that gives validity to our scientific discoveries: we did not just feel this might be a good idea, but rather we gave it a go, and it worked. This is the philosophy I prefer to use in my teaching. Even if I feel that a special way to clarify a material is actually smart, or simple, or fascinating does not actually matter. What exactly important is what the student, the recipient of my explanation, thinks of it. I have a very assorted experience against which I determine the quality of an clarification from the one my scholars have, both as a result of my greater knowledge and experience with the theme, and simply because of the varying levels of passion all of us have in the course. Thus, my view of an explanation will not often match the students'. Their point of view is actually the one that is of importance.

Adapting my teaching

It brings me to the issue regarding the best ways to determine what my scholars' point of view is. Again, I very much am confident of scientific theories for this. I make considerable use of observation, but done in as much of an unbiased manner as feasible, like scientific observation should be made. I find evaluations in students' bodily and facial expressions, in their conduct, in the way they speak themselves whenever asking questions as well as while attempting to explain the material themselves, in the results at operating their recently gained knowledge to solve issues, in the special type of the missteps they make, and in any other situation which would give me details concerning the usefulness of my methods. Through this information, I am able to modify my teaching in order to better fit my students, so I can assist them to understand the theme I am explaining. The technique which results from the aforementioned considerations, together with the opinion that a teacher should really work tirelessly not just to share information, but to help their scholars analyse and comprehend is the basis of my mentor approach. Everything I do being a teacher is derived from these ideas.