In the time of my 9-year tutoring, I have had incredible students, and have been captivated by the experience of continuously investigating novel schemes of approaching a theme to make it engaging and cool for the child I tutor.

The way I teach

My teaching philosophy is student-centred: my desire is always to make a supportive, exciting and friendly environment for learning to develop.
I respond immediately to the needs of each student I teach, shaping my teaching technique so that it fully complies with their individuality and skill sets.

I also feel that students learn better when they're working on exersises associated with their education. This shows writing tasks, using games, making rhymes, drawing pictures, student presentations, and other forms of collaboration, that keeps students active and motivated relating to the material.

I explain efficiently and effectively, quickly investigating spots for upgrade, next using elementary pattern spotting techniques. I focus on making elementary activities for the student develop their own perception of the problem. I adore mathematics and physics, and I do not feel annoyed of speaking and uncovering these concepts with my children. It is a true delight to learn new and interesting ways of delivering the material so that it is interesting and always fresh for the student and for me. My students always gave me extremely positive reviews on our lessons.

Feelings, emotions and tutoring mathematics

Through encouragement, humour, and patience, I constantly do my best to teach my learners that they are capable of much more than they know.
I think that my desire to match teaching methods according to the necessities of students, subject matter, and learner demographics are all vital for my ability to be excellent as a teacher.
My teaching is based on the feeling that the sole way to learn maths is to do maths. Whereas the reading proofs and examples in textbooks and from lecture notes is important, the real comprehension comes through personal experience at solving mathematical problems, either computational, theoretical, or both.
I have also spotted that giving tasks that directly relate to the scholar's personal life can help out their studying the material and understanding its usage.