A math ​tutor from Osborne Park.

Through my 10-year teaching, I have had lovely learners, and have admired the experience of always learning about novel ways of approaching a material to make it interesting and cool for the student I tutor.

My teaching style

The mentor ideology of mine is student-centred: my purpose is always to set up an encouraging, pleasant and stimulating environment for discovering how to progress.
I respond immediately to the needs of any learner I teach, shaping my teaching manner in the way that it fully complies with their individuality and potentials.

I also suppose that learners understand great if they're doing practical things related to their education. This speaks of writing tasks, using games, making rhymes, drawing pictures, presentations, and other methods of collaboration, which makes learners energised and excited regarding to the theme.

I explain competently and effectively, quickly analysing spots for improvement, and then operating basic pattern spotting practices. I pay attention to creating elementary activities for the scholar develop their special sense of the theme. I am crazy about physics and mathematics, and I do not burn out of talking about and researching these point in questions with my scholars. It is a real pleasure to come up with interesting and new techniques of coming up with the topic for it to be always fresh and interesting for both sides. My learners in the past have always given me only positive comments on our lessons.

The psychology of tutoring mathematics

Through encouragement, humour, and patience, I continually strive to teach my students that they are capable of much more than they think.
I feel that my willingness to match teaching strategies in compliance with the needs of students, subject matter, and student demographics are all important for me to be strong as a tutor.
I base my teaching on the belief that the only way to learn maths is to do maths. Although the reading examples and proofs in textbooks and from lecture notes is of value, the true learning comes through personal experience at solving mathematical issues, either computational, theoretical, or both.
I have also learnt that giving assignments which have a direct relation to the student's own life can expedite their learning the topic and understanding its application.