My attitude to learners

In my opinion the most important element of teaching maths is actually to reveal the beauty and the clarity of the theme while with respect to the learning speed of an individual student. I rely on believing in every single scholar, that each one carries the power to do and learn the maths introduced to that person. I feel that the intent of training is to provide each student with skill-sets and common sense to work and succeed in civilisation. That is why I prefer to deal with my learners with respect as well as to be just as helpful as I can be in the learning process meantime challenging them to detect extra ways of thinking and new concepts and rules. I will definitely take into account every individual scholar's needs reasonably of what is real and what tools are available in the classroom. I will anticipate to put in as much or more effort and time as I anticipate from my students. I will acknowledge that I have as much to find out yearly as my scholars, and I will be open enough to accept critical remarks and ready for new ways of educating in an attempt to grasp all learning styles.

Mentoring and learning together

I see my role at this point as a professional, much in the same way their real school teachers are, still, also as a supplementary supplier of encouragement and assistance. My function is that of a guide as I don't teach a full day of courses like my chief teacher does, so I can be a resource the children can use to get extra assistance or can count on to get support. My duty is also that of a student, so I view myself as an extension of my children, I am definitely learning through all of them what it really means to be an efficient maths teacher.

No extra worksheets

In contrast to lots of tutoring companies in Camden South, during the regular academic year, I actually represent the content which the child gains in his/her class. This means I won't request that students do additional worksheets and assignments which are not actually involved in the scholar's maths program, though rather, I coach the student in areas of his/her mathematics lesson that may be really complicated like clarity and intensity of realisation, use of concepts, and test-taking strategies. All that I do is connected straightly to assisting the student to better understand the data from the maths lesson she/he is getting and in order to increase the grade in that class.