My attitude to students

To my mind the most important element of teaching mathematics is actually to carry the charm and the clarity of the subject whilst valuing particular student's learning speed. I believe in trusting in each and every scholar, that each one carries the ability to understand and do the mathematics delivered to him or her. I believe that the role of lesson is to supply each student with skills and good sense to prosper and work in community. Due to this, I wish to deal with my students with respect and to be as supporting as I can be in the education process meantime imposing them to search for new ways of thinking and new concepts and rules. I will definitely respect each specific student's needs reasonably of what exactly is real and what instruments are available in the classroom. I will anticipate to spend as much or more time and effort put into the school day as I await from my students. I will acknowledge that I have as much to find out annually as my students, and I will be open enough to receive critical remarks and ready for new techniques of training in an effort to range each of the learning styles.

Mentoring and learning together

I view my position at this place as an expert, much identically their real school teachers are, yet also as a special supplier of encouragement and help. My task is that of a guide simply because I don't teach a full day of lessons as my master teacher does, therefore, I may be a source the learners may choose to receive additional advice as well as can rely on to get encouragement. My task is also that of a learner, so I see myself as a prolongation of my students, I am learning through them what it means to be a successful mathematics teacher.

No extra worksheets

In contrast to a number of tutoring institutions in Yorkeys Knob, during the regular school year, I actually represent the material which the student obtains in his/her lesson. In other words, I don't demand that students do additional worksheets and homework which are not really part of the scholar's maths course, but rather, I prepare the scholar in sections of his/her maths program which can be really difficult as clarity and depth of understanding, applying of concepts, and test-taking strategies. All that I do is related directly to assisting the learner to better realise the information from the mathematics class that she/he is taking and to improve the grade in that class.