As a hands-on, experienced and successful tutor, my primary goal is to help students meet their learning objectives. The following are some of those things I work on throughout my sessions and the main things I teach my students in order of importance.
Customized Learning: I customize how I teach to each student's specific learning style and preferences. This way, if a student is a visual, kinesthetic, or auditory learner, their way of learning is incorporated into the way in which I teach and this ensures that they retain the material more effectively.
Tailored assistance: I discover the strengths and weaknesses of each student and provide them targeted assistance wherever they need it. Because every student is unique, my one-on-one advice and resources are tailored to his or her specific areas of difficulty, be they conceptual, substantive, or methodological.
Progress Monitoring: I assess my students regularly and modify my methods of teaching as needed I monitor their performance and give them feedback about their results and that enables them to follow up on their development on their own and take responsibility for their own learning path.
Real World Application: I like to relate academic lessons to real world examples to ensure understanding and relevance. From historical events, to solving mathematical problems, to understanding the nature of scientific phenomena, I make the learning experience as meaningful and as relevant as possible to the lives of the students outside of the classroom.
Supporting Holistic Development: Beyond achieving academic successes, I provide support on essential skills (e. g. critical thinking, problem solving, communication, time management). In developing these skills, I hope to imbue the students with the power to become self-reliant learners that can overcome any and all obstacles.
In a nutshell, my teaching practice is experiential and is centered upon a personalized, interactive approach that enables students to achieve their greatest learning potential and academic success.
