Respecting and supporting scholars

I suppose that the most essential aspect of teaching mathematics is to communicate the beauty and the ease of the course while valuing the study speed of an particular learner. I believe in believing in each child, the fact that each one has the capability to comprehend and do the maths introduced to him or her. I suppose that the role of lesson is to equip every scholar with skills and good sense to flourish and perform in society. Because of this, I want to serve my scholars with respect as well as to be as supportive as possible in the education process whilst provoking them to learn new ways of thinking and fresh thoughts and theories. I will pay attention each individual student's needs within reason of things that is real and what instruments are there in the class. I will expect to spend as much or more time and effort invested in the school day as I await from my students. I will accept that I need as much to discover annually as my students, and I will be adaptable enough to take criticism and open to new forms of teaching in an effort to grasp all learning styles.

My role in tutoring

I view my position at this point as an authority figure, far likewise their real school teachers are, but also as an extra source of encouragement and assistance. My function is that of a mentor since I don't teach the whole day day of courses as my grand teacher does, therefore, I will be a resource the students can use to obtain supplementary assistance as well as can count on to get support. My duty is also that of a student, so I see myself as a prolongation of my children, I am definitely learning with all of them what it really means to be a successful maths teacher.

The strategy I apply

Unlike plenty of tutoring groups in the suburb of Ferny Hills, during the regular academic year, I actually represent the data which the scholar receives in his/her classroom. In other words, I won't demand that learners do extra worksheets and homework which are not involved in the learner's maths class, but instead, I train the scholar in areas of his/her maths program which may be actually difficult as clarity and depth of comprehension, use of models, and test-taking strategies. Everything I do is referred straightly to helping the learner to better realise the material from the maths class she/he is having and in order to improve the grade in that class.