What is a good teacher
I think that a great teacher is the someone that never stops his/her own educational process. I have actually always been a curious one, that is the mark of a man of science. I have been either a student or a teacher, and I have invested a lot of quality time, effort, and finances into my personal education. Years of physics and maths classes, physics research and laboratory work have changed me even more into one. Thus, it should come as not a surprise the fact that I have a quite scientific manner of tutoring. Let me explain what I mean by that.
Experimentation is the key
The key part of the scientific method is that of experimentation. This is the step that ensures validity to our scientific openings: we did not just suppose this might be a great idea, but rather we gave it a go, and it worked. This is the ideology I love to employ at my tutoring. No matter if I consider that a defined manner to clarify a material is bright, or simple, or fascinating does not really matter. What exactly matters is what the scholar, the recipient of my clarification, thinks of it. I have a really different background against which I determine the benefit of an explanation from the one my scholars have, both due to my greater knowledge and experience with the subject, and simply thanks to the varying degrees of interest we all have in the topic. That is why, my view of a clarification will not often match the learners'. Their feeling is the one that means much.
Defining students opinion
This brings me to the issue of the best ways to set up what my students' view is. I mainly am confident of scientific principles for this. This time, I make substantial employ of monitoring, but performed in as much of an objective way as it can, the same as scientific observation should be carried out. I read for opinions in students' bodily and facial expressions, in their activity, in the manner they express themselves both when inquiring and also while attempting to explain the topic themselves, in the progress at practicing their recently obtained skills in order to resolve issues, in the special style of the false steps they make, and in any other case which may give me details concerning the usefulness of my methods. Through this data, I am able to adapt my teaching to better fit my learners, so I can help them master the topic I am explaining. The strategy which results from the mentioned above points, in addition to the idea that a tutor should strive not only to convey information and facts, but to assist their scholars reason and think is the foundation of my teaching philosophy. Whatever I do being a mentor comes from these ideas.