My characteristics as a tutor

I think that a great tutor is the person that doesn't stop learning. I have actually always been a curious person, which is the mark of a man of science. I have been both a student and a teacher, and I have spent a lot of quality time, effort, and funding into my personal education. Years of physics and maths lessons, physics investigation and laboratory work have changed me a lot more into one. Thus, it needs to come as no wonder that I have a quite scientific manner of teaching. Here is what I mean by that.

Experimentation is the key

The key component of the scientific method is experimentation. It is the process that gives validity to the scientific openings: we did not only believe this could be a good idea, but instead we tried it, and it worked. This is the approach I like to apply at my work. Even if I believe that a defined technique to explain a material is actually clever, or clear, or engaging does not actually matter. What matters is what the child, the recipient of my clarification, thinks about it. I have a really assorted experience from which I judge the advantage of an explanation from the one my students gain, both thanks to my deeper education and experience with the subject, and also just due to the differing grades of curiosity all of us have in the theme. That is why, my judgement of an explanation will not typically match the students'. Their personal opinion is definitely the one that is of importance.

Students’ feedback

This returns me to the topic of the best ways to establish what my learners' viewpoint is. Again, I very much trust in scientific rules for this. I make considerable apply of monitoring, but performed in as much of an objective way as possible, like scientific supervision must be carried out. I check for opinions in learners' bodily and facial language, in their conduct, in the way they represent themselves whenever inquiring and whenever aiming to clarify the theme on their own, in the results at using their recently obtained knowledge to solve issues, in the individual style of the false steps they produce, and in any other case that may provide me data about the effectiveness of my approach. Armed with this info, I am able to modify my teaching to better fit my students, so I am able to enable them to grasp the topic I am giving. The strategy that follows from the mentioned above considerations, together with the opinion that a mentor should really make every effort not only to communicate knowledge, but to guide their learners analyse and understand is the core of my mentor viewpoint. Whatever I do as a tutor comes from all these concepts.