My intent as a teacher is to form in my students a deep understanding along with self-confidence in answering test questions and being able to deal with unfamiliar situations. My theory is actually based on the belief that learning develops in an area of reciprocal trust wherein the person is motivated to think and make connections on their own. My experience has been that one-to-one personal lesson has a distinct importance to scholars through the ability to resolve the scholars' own limitations to learning in a way that lays the bases for a deep and lengthy perception of the subject.

Analytic thinking

My approach varies depending on the scholar's learning style and needs. However, the basis of my teaching theory is inspiring students to think on their own, applying existing examples as long as they can. |To my mind it is critical to supply children with a working skills and to form problem-solving skills for improving upon this knowledge. Teaching a person to think critically is at the fundamental of things that a student have to intercept off any subject course.

The role of mentoring

Coaching children belongs to the most lasting contributions a teacher are able to do, and it is a technique, which I consider to be fun and rewarding. From my practice, I learned the value of engaging learners by using models and of pitching information at a level that assumes comprehension but not specifically knowledge, mixing the unknown with the known as a synthesis which delivers the person the disposition of likelihood rather than that one of impossibility that formal and impressive methods may enforce.

How I teach

I start from topics the students are comfortable with and move eventually towards more challenging parts while their peace of mind is being built. I really don't lecture to scholars or ask them to memorise things.

I basically prioritise exam-style or previous paper questions to analyse, exercise and refine the student's accepting and performance. I will also give a lot of attention to some of the not so much vital but obvious skill sets which include essay technique and structure, logical thought, and the useful use of numbers and graphs.