A math ​tutor from Chadstone.

Throughout my 8-year teaching, I have had wonderful students, and have enjoyed the adventure of constantly spotting innovative schemes of approaching a topic so that it is enjoyable and pleasurable for the student I teach.

The way I teach

My teaching philosophy is student-focused: my objective is always to create a supportive, enjoyable and warm workspace for learning how to do well.
I react actively to the requirements of every student I tutor, modelling my teaching manner in the way that it fully complies with their persona and capabilities.

When they're working on exersises connected to their studies, I assume that students understand best. This points to writing tasks, using games, making rhymes, drawing pictures, student presentations, and other varieties of interaction, that keeps students energised and stimulated relating to the object.

I teach productively and effortlessly, easily analysing areas for development, next operating basic pattern spotting methods (when necessary). I prioritise setting up elementary activities for the child generate their special sense of the theme. I love physics and maths, and I never get overburden of talking about and uncovering these content with my children. It is a big pleasure to spot new and fascinating methods of presenting the theme so that it is always fresh and interesting for both the student and for me. My students in the past always gave me really positive testimonials on our lessons.

Feelings, emotions and tutoring maths

With the help of patience, humour, and encouragement, I permanently make every effort to teach my students that they are capable of much more than they realise.
I suppose that my willingness to revise teaching strategies in compliance with the necessities of students, subject matter, and student demographics are all critical for my ability to be efficient as a tutor.
I base my teaching on the trust that the sole way to study maths is to do maths. Though the process of reading proofs and examples in textbooks and from lecture notes is worthy, the real comprehension comes through one's own efforts at solving mathematical issues, either computational, theoretical, or both.
I have also discovered that creating tasks that have a direct relation to the scholar's own life can help with their learning the topic and comprehension its application.