My characteristics as a tutor

I think that a excellent tutor is the person who never stops his/her own learning process. I have always been an interested one, that is the sign of a scientist. I have been either a learner or a teacher in one type of classroom or another, and I have spent much quality time, effort, and funding into my personal education. Years of physics and maths courses, natural sciences research and laboratory work have changed me a lot more into one. In this way, it needs to come as no surprise that I have a rather scientific approach to tutoring. Here is what I mean by that.

What a student thinks about really matters

The basic part of the scientific approach is experimentation. This is the action which ensures quality to our scientific openings: we did not just believe this might be a good idea, but instead we gave it a try, and it did work. This is the philosophy I select to employ at my teaching. Regardless if I consider that a defined manner to explain a situation is actually brilliant, or simple, or intriguing does not really matter. What matters is what the scholar, the receiver of my clarification, thinks of it. I have a very assorted experience from which I determine the quality of an explanation from the one my scholars receive, both as a result of my bigger expertise and experience with the material, as well as simply thanks to the assorting degrees of passion we all have in the subject matter. For this reason, my judgement of an explanation will not typically go with the students'. Their personal opinion is the one that matters.

Adapting my teaching

This brings me to the topic concerning efficient ways to determine what my scholars' point of view is. Again, I seriously am confident of scientific principles for this. I make considerable work with of monitoring, but performed in as much of a dispassionate manner as possible, like scientific supervision ought to be made. I find evaluations in students' facial and bodily language, in their activity, in the way they express themselves once inquiring and when aiming to clarify the topic on their own, in the success at operating their recently gotten skills in order to solve issues, in the special style of the mistakes they make, and in any other situation which would give me information about the success of my methods. Having this data, I am able to adjust my teaching in order to better fit my learners, so I am able to assist them to comprehend the material I am teaching. The strategy which results from the above thoughts, along with the opinion that a mentor should really work tirelessly not only to transmit material, but to assist their students reason and comprehend is the basis of my teaching approach. All the things I do as a tutor comes from all these feelings.