My approach to tutoring is largely discussion-based. I have found that difficult concepts are much easier to understand if broken down into manageable chunks which can be pieced together in a logical manner. This gives the student a deeper understanding of the concept and develops their ability to solve problems and tackle questions delivered in an unfamiliar context. Due to the application-based nature of exams it is no longer enough to know the content, a deeper understanding is required. I find it is beneficial to teach concepts from first principles and build upon this throughout the session, that way there are no gaps in the student’s understanding. My teaching is supplemented with the use of diagrams and various other resources to aid explanations.
I am friendly and passionate about teaching. I like to build a rapport with and gain the trust of my students to make them feel comfortable, engaged, and help them enjoy the learning experience. I have learned a lot about how to plan and structure lessons to get the best out of students. No two students are the same, as such it is important for me to get to know the strengths and weaknesses of a student and find out how they learn best – that way I can design a specific learning schedule tailored to their individual needs.
My lessons consist of thirty to forty minutes of explanation, asking the student questions to spark discussion and making notes continuously on the whiteboard, followed by some time dedicated to practising past exam questions and honing exam-technique. Periodically I will ask the student to explain back to me what we have been covering, this ‘check-in’, ensures they are understanding, rather than coasting. Explaining a concept to someone else also reinforces understanding, highlights the areas the student doesn’t understand, and helps with retention. Everything in my lessons is drawn on the whiteboard using a graphics tablet, as it would be in a classroom setting.
