My attitude to scholars

I think that the most important part of teaching maths is actually to reveal the beauty and the simplicity of the matter when valuing the learning tempo of an individual child. I believe in believing in each student, the fact that each one owns the capability to comprehend and do the mathematics introduced to that person. I think that the intent of training is to provide every child with skills and logic to function and develop in civilisation. That is why I intend to treat my students respectfully as well as to be as supportive as possible in the education process meantime imposing them to search for other ways of thinking and new ideas and principles. I will definitely pay attention every individual scholar's needs within reason of things that is possible and what instruments are available in the class. I will anticipate to spend as much or more effort and time invested in the school day as I expect from my students. I will accept that I have as much to study annually like my scholars, and I will be flexible enough to accept faultfinding and ready for new forms of teaching in an effort to extend to each of the learning styles.

My role in tutoring

I see my role at this point as an expert, far in the same way their real school teachers are, still, also as a special source of back up and assistance. My duty is that of a mentor just because I don't teach the whole day day of classes like my grand teacher does, therefore, I may be a source the children may use to receive supplementary assistance or can rely on to get support. My task is also that of a student, so I view myself as a prolongation of my learners, I am learning with them what it means to be an excellent maths tutor.

My teaching strategy

In contrast to various tutoring establishments in Broome, throughout the normal school year, I actually represent the information which the student receives in his/her class. This means I don't request that students do additional worksheets and assignments which are not actually involved in the student's maths class, however, instead, I prepare the child in areas of his/her maths program which may be really complicated as quality and intensity of comprehension, applying of concepts, and test-taking strategies. All that I do is related straightly to helping the child to better understand the data from the mathematics class they are taking and to enhance the grade in that subject.