My aim as a teacher is to form in my students a thorough perception as well as self-assurance at exams and managing to tackle new issues. My viewpoint is based on the opinion that learning occurs in an environment of reciprocal trust in which the learner is encouraged to think and find new connections on their own. My practice has been that individual tuition has a unique sense to students due to the ability to break down the students' particular limitations to study in a manner which lays the bases for a deep and lengthy discovering of the material.

Student’s needs and learning style matter

My approach varies depending on the child's learning style and needs. But, the base of my teaching theory is stimulating scholars to think on their own, applying real-world examples whenever it can be. |I suppose that it is really important to provide students with a working knowledge and to exercise problem-solving skill sets for building upon this knowledge. Teaching a person to think analytically is at the fundamental of the things a learner should intercept from any subject program.

We learn through examples

Coaching students is among the most lasting increases a teacher can do, and it is a process, which I consider to be interesting and beneficial. From my practice, I discovered the importance of involving scholars by means of models and of delivering content at a degree that implies perception but not necessarily knowledge, blending the unknown with the known as a solution that delivers the learner the feeling of possibility rather than that one of impossibility that impressive and official methods may lay down.

Using a lot of practising

I start from questions the children are good with and step regularly towards more challenging parts seeing that their self-confidence is being built. I never lecture to scholars or request them to remember things.

I normally involve test-style as well as recent paper questions to review, practice and develop the child's comprehension and technique. I even give a lot of attention to a number of the not so much vital but obvious abilities for example, logical thought, essay technique and structure, and the efficient use of numbers and graphs.