In the time of my 7-year tutoring, I have had amazing learners, and have loved the adventure of constantly studying innovative techniques of approaching a topic so that it is engaging and pleasurable for the person I teach.

The way I teach

The mentor approach of mine is focused on a student: my objective is always to create an encouraging, warm and exciting atmosphere for learning the ways to thrive.
I react dynamically to the needs of every single child I mentor, building my teaching style in the way that it best serves their personality and abilities.

If they're doing exersises connected to their education, I strongly believe that children understand better. This means writing tasks, using games, making rhymes, drawing pictures, student presentations, and other styles of interaction, which keeps students energised and motivated about the object.

I explain appropriately and properly, promptly analysing spots for upgrade, and then using easy pattern spotting strategies (when applicable). I focus on generating easy tasks for the learner make their particular perception of the topic. I am crazy about mathematics and physics, and I never burn out of discussing and studying these point in questions with my learners. It is a real delight to come up with new and interesting manners of presenting the topic for it to be interesting and always fresh for both sides. My students in the past have always given me very positive feedback on our lessons.

The psychology of tutoring mathematics

With the help of humour, encouragement, and patience, I continually strive to teach my children that they are capable of much more than they think.
I strongly believe that my willingness to switch teaching approaches in compliance with the needs of students, subject matter, and learner demographics are all critical for me to be successful as a mentor.
I ground my teaching on the trust that the only way to study mathematics is to do maths. Meantime the theory is valuable, the true comprehension comes through solving mathematical issues, either computational, theoretical, or both.
I have also realised that creating tasks that directly relate to the student's individual life can help out their studying the topic and comprehension its application.