All along my 10-year tuition, I have had brilliant students, and have admired the adventure of always getting novel schemes of approaching a subject to make it informative and cool for the student I tutor.

My teaching style

My teaching ideology is focused on a learner: my purpose is always to create an encouraging, inspiring and warm workspace for learning how to do well.
I respond dynamically to the needs of any child I mentor, building my training style in the way that it fully complies with their identity and abilities.

Whenever they're doing exersises related to their education, I believe that students learn most effectively. This speaks of making rhymes, presentations, drawing pictures, writing tasks, using games, and other styles of interaction, that keeps children energised and inspired referring to the object.

I explain productively and thoroughly, easily analysing areas for improvement, later applying simple pattern spotting ways. I pay attention to making easy tasks for the student develop their personal understanding of the topic. I adore physics and mathematics, and I never feel annoyed of talking about and uncovering these topics with my learners. It is a real satisfaction to learn interesting and new techniques of coming up with the theme for it to be always fresh and interesting for both sides. My students in the past always gave me really positive feedback on our lessons.

Feelings, emotions and tutoring mathematics

Through encouragement, humour, and patience, I permanently strive to teach my students that they are capable of much more than they imagine.
I consider that my desire to match teaching strategies in compliance with the necessities of learners, subject matter, and learner demographics are all important for me to be successful as a teacher.
I ground my teaching on the trust that the only way to study maths is to do maths. Although the theoretical material is important, the real comprehension comes through one's own efforts at solving mathematical problems, either computational, theoretical, or both.
I have also determined that creating tasks which have a direct relation to the learner's individual life can speed their studying the theme and comprehension its application.