Being a teacher I work to develop in my learners a deep recognition as well as self-confidence when answering exam questions and having the ability to deal with unknown concerns. My viewpoint is actually based on the idea that learning takes place in an area of mutual respect wherein the learner is encouraged to think and make new relationships for themselves. According to my practice one-to-one individual training has a distinct sense to scholars because of the ability to break down the learners' own barriers to study in a way that sets the bases for a long-term and thorough comprehension of the course.

Analytic thinking

My approach depends on the scholar's learning style and needs. My teaching ideology is built upon stimulating learners to think on their own, applying real-world examples whenever they can. |In my opinion it is essential to provide students with a working skills and to teach them analytical skills for establishing upon this knowledge. Directing a person to think analytically is at the fundamental of the things a scholar should take away off any subject program.

We learn through examples

The most enduring contributions a teacher can make is coaching students, and it is a process, which I find fun and beneficial. From my experience, I found out the importance of involving children by means of models and of pitching information at a degree that assumes comprehension but not always knowledge, mixing the unknown with the known within a combination which brings the student the sensation of likelihood rather than that of impossibility that impressive and authoritative techniques can impose.

How I teach

I start from questions the students are comfortable with and proceed progressively towards more challenging places as their confidence is being established. I bring into play questions and examples to make sure getting permanently. I never lecture to children or ask them to remember information. Neither do I do the students' homework for them!

I mainly concentrate on test-style as well as past paper questions in order to confirm, exercise and perfect the scholar's accepting and capacity. I even give a lot of emphasis to many of the not so much evident but essential skill sets for instance, logical thought, essay structure and technique, and the efficient use of graphs and numbers.