What is a good teacher

I think that a excellent tutor is the one who never stops learning. I have actually always been an investigative one, that is the sign of a scientist. I have been either a student or a teacher, and I have spent a great deal quality time, effort, and funding into my own education. Years of physics and maths courses, natural sciences research as well as laboratory work have changed me even more into one. Therefore, it needs to come as not a surprise that I have a very scientific manner of tutoring. Let me explain what I mean by that.

About my scientific approach

The principal aspect of the scientific approach is that of experimentation. This is the step which ensures quality to the scientific discoveries: we did not just expect this might be a good idea, but rather we gave it a try, and it worked. This is the philosophy I select to use at my teaching. Whether I consider that a some method to explain a theme is really smart, or clear, or fascinating does not actually matter. What important is what the learner, the receiver of my explanation, thinks of it. I have a pretty assorted experience against which I determine the benefit of an clarification from the one my scholars have, both as a result of my bigger education and experience with the topic, and also simply thanks to the varying levels of involvement all of us have in the topic. Therefore, my opinion of an explanation will not always match the students'. Their point of view is the one that means much.

Students’ feedback

It returns me to the topic regarding the best ways to set up what my students' opinion is. Again, I very much trust in scientific standards for this. This time, I make considerable use of observation, but carried out in as much of an unbiased style as it can, like scientific supervision needs to be done. I find feedback in students' bodily and facial expressions, in their behaviour, in the manner they express themselves when inquiring as well as when aiming to talk about the theme themselves, in the progress at operating their newly gained knowledge to resolve problems, in the special style of the mistakes they make, and in any other situation that may give me details regarding the success of my training. Using this details, I can adapt my teaching in order to better match my students, so I am able to assist them to grasp the data I am explaining. The strategy that results from the aforementioned considerations, together with the idea that a tutor needs to make every effort not just to share knowledge, but to guide their scholars analyse and understand is the basis of my mentor viewpoint. All the things I do as a teacher comes from all these views.