Respecting and supporting students

In my opinion the most important point of teaching maths is actually to discover the charm and the ease of the study whilst valuing individual student's learning speed. I believe in trusting in every single scholar, that each one has the capability to learn and do the mathematics exposed to her or him. I strongly believe that the goal of training is to equip each student with skill-sets and logic to work and prosper in the general public. Due to this, I prefer to serve my students with respect and to be just as assistant as possible in the learning process whilst provoking them to find other ways of thinking and new thoughts and rules. I will take into account each single learner's needs reasonably of things that is real and what instruments are available in the class. I will look for to invest as much or more effort and time put into the school day as I await from my students. I will acknowledge that I get as much to discover every year like my students, and I will be open enough to receive critical remarks and ready for new forms of training in an effort to reach all of the learning styles.

The source of support and help for learners

I see my function at this level as a professional, far identically their actual school teachers are, still, also as an additional source of back up and help. My purpose is that of an adviser since I do not teach a full day of classes as my chief teacher does, so I may be a resource the students can use to receive extra help or can count on for support. My task is also that of a student, so I see myself as a prolongation of my learners, I am learning through all of them what it really means to be a good maths teacher.

The strategy I apply

Compared to lots of tutoring companies in Northwood, throughout the regular academic year, I actually work with the information which the scholar obtains in his/her lesson. This means I won't request that students do beyond worksheets and assignments that are not really part of the student's maths course, still, rather, I prepare the student in places of his/her mathematics class that can be really difficult such as clarity and depth of understanding, use of models, and test-taking strategies. All that I do is related directly to helping the child to better perceive the data from the mathematics course she/he is taking and to enhance the grade in that class.