A math ​tutor from Pakenham South.

Through my 10-year tuition, I have had brilliant students, and have enjoyed the adventure of continuously coming across contemporary techniques of approaching a topic to make it informative and pleasurable for the learner I teach.

How I teach

My teaching viewpoint is student-centred: my objective is always to establish an encouraging, exciting and pleasant atmosphere for learning to succeed.
I respond actively to the requirements of each and every person I teach, modelling my teaching technique so that it best serves their personality and skills.

I also think that children learn better when they're doing practical things connected to their studies. This points to using games, writing tasks, drawing pictures, making rhymes, presentations, and other types of interaction, that keeps students active and stimulated about the material.

I explain competently and effectively, promptly figuring out places for improvement, then operating basic pattern spotting techniques. I focus on creating simple tasks for the scholar produce their private sense of the topic. I love maths and physics, and I never get bored of speaking and researching these content with my students. It is a great satisfaction to find out interesting and new manners of presenting the material for it to be always fresh and interesting for the student and for me. My students in the past have always given me very positive comments on our lessons.

The psychology of tutoring mathematics

Through patience, encouragement, and humour, I always work tirelessly to teach my children that they are capable of much more than they imagine.
I think that my desire to match teaching methods in compliance with the needs of students, subject matter, and student demographics are all crucial for me to be successful as a mentor.
I ground my teaching on the trust that the sole way to study maths is to do mathematics. While the process of reading proofs and examples from lecture notes and in textbooks is of value, the real understanding comes through one's own efforts at solving mathematical problems, either theoretical, computational, or both.
I have also discovered that creating tasks that directly relate to the learner's individual life can accomplish their studying the material and comprehension its application.